Evaluating the comparative effectiveness of CAPT-based vs. native speaker-led pronunciation training

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F25%3A73633195" target="_blank" >RIV/61989592:15210/25:73633195 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.cedtech.net/article/evaluating-the-comparative-effectiveness-of-capt-based-vs-native-speaker-led-pronunciation-training-17481" target="_blank" >https://www.cedtech.net/article/evaluating-the-comparative-effectiveness-of-capt-based-vs-native-speaker-led-pronunciation-training-17481</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.30935/cedtech/17481" target="_blank" >10.30935/cedtech/17481</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Evaluating the comparative effectiveness of CAPT-based vs. native speaker-led pronunciation training

Popis výsledku v původním jazyce

This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners’ performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.

Název v anglickém jazyce

Evaluating the comparative effectiveness of CAPT-based vs. native speaker-led pronunciation training

Popis výsledku anglicky

This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners’ performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Contemporary Educational Technology

ISSN

1309-517X

e-ISSN

1309-517X

Svazek periodika

17

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

15

Strana od-do

1-15

Kód UT WoS článku

001633893600005

EID výsledku v databázi Scopus

2-s2.0-105026689846