The effectiveness of computer‐assisted pronunciation training: A meta‐analysis

Abstract

Computers are used in almost all aspects of language learning and have also created numerous opportunities in this area. This study aims to examine the overall effectiveness of using a computer in pronunciation learning and training. A meta‐analysis of studies was conducted, which compared the outcomes of students learning the pronunciation of a foreign language (FL) using a computer with the results from those learning pronunciation based on traditional methods of teaching. This meta‐analysis examined how effect sizes varied depending on the learners’ age, learners’ target language proficiency, features of pronunciation, educational level, settings, treatment duration, and assessment tasks. This meta‐analysis examined the effect of using a computer on pronunciation learning by reviewing 20 studies involving 1014 participants. The findings of the meta‐analysis suggest that computer‐assisted training has a positive effect on FL pronunciation (d = 0.68), and is equally effective for both young and adult learners, but more effective for beginner and intermediate learners than advanced learners. The studies also suggest that computer‐assisted pronunciation training (CAPT) is more beneficial for university students than for school students. However, caution has to be exercised in interpreting the results. The small number of studies, all of very low quality (most with fewer than 100 participants, conducted within the same institution using intervention‐related assessments) means that the evidence of effectiveness can only be indicative and not conclusive. More robust, large‐scale studies involving several institutions and using objective standardised tests would be needed for more conclusive results.