Abstract
Abstract Artificial intelligence (AI) is taking over many spheres of human life, including language pedagogy. While some areas need to find their ground with AI and resolve ethical issues arising from its use, other spheres of education, such as pronunciation, may benefit from the system’s ability to communicate with learners and provide them with implicit feedback while carrying out different communication tasks. This technical advancement of AI then opens doors for further educational opportunities that have not existed in the past. The study aims to explore the existing use of AI-powered tools in foreign language pronunciation training by meta-analysis of 15 research papers benefiting from using AI and AI-powered tools (mobile and web applications, chatbots, intelligent virtual assistants) and provide suggestions for their future applications in educational practice. The research results also indicate that this field of study is still underrepresented in language pedagogy. The existing experience with AI-powered tools confirms a relatively good experience in developing intelligibility, increasing motivation and addressing the speaking anxiety of foreign language learners in formal and informal learning settings.
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