Fostering L2 Learners’ Pronunciation and Motivation via Affordances of Artificial Intelligence

Abstract

Individualized pronunciation teaching is propitious for foreign/second language (L2) learners, and artificial intelligence (AI) applications are one of the most promising methods for achieving personalized instruction. Through a sequential explanatory mixed method, the current study sought to investigate the impact of using an AI application on L2 learners’ pronunciation and attitudes. To accomplish this goal, two intact classes from an English language school, in one of the cities in Iran where the authors reside, were randomly chosen and divided into experimental (N = 23) and control (N = 25) groups. Alongside instructor’s lecture, the L2 learners in the experimental group were required to complete individualized pronunciation tasks at home using an AI-enhanced application. Pre-, post-, and delayed posttests on pronunciation were conducted to collect data on pronunciation gain. Semi-structured interviews were utilized to gather more in-depth information from the learners and explore their perceptions regarding the use of the AI-enhanced app. Two-way mixed ANOVA results demonstrated that the AI-enhanced group outperformed the conventional teacher-fronted group in pronunciation learning. Thematic analysis also indicated that the learners using the application had more positive attitudes. It is suggested that AI-based applications be utilized as potential mediums for enhancing the pronunciation learning process, especially in individualized learning.