Utilizing Artificial Intelligence Tools to Support Pronunciation Practice Among Non-English Major EFL Students
DOI:
https://doi.org/10.54855/ijte.26645Keywords:
Artificial Intelligence (AI), pronunciation practice, non-English major students,Abstract
Although AI-powered speech technologies have shown promise for L2 pronunciation learning, little is known about the efficacy of combining complementary AI-powered tools for out-of-class pronunciation practice among Vietnamese non-English majors, particularly in terms of aligning AI-based error detection and teacher assessment. This study investigates the integration of Speechify and Speechnotes to support pronunciation self-practice among 35 first-year non-English major EFL students at a public university in Vietnam. Data were gathered through a descriptive survey (N=35) and semi-structured interviews (n=10). Results showed that students responded positively to the simultaneous use of these two tools, with all interviewed participants expressing satisfaction and 85,7% valuing Speechnotes’ real-time visual feedback for error detection. Speechnotes’ error-detection capability also showed partial alignment with teacher judgments in identifying segmental errors, including omitted final sounds and vowel contrasts. Along with future advancements in AI tool features, this study offers valuable insights to improve the quality of pronunciation instruction for non-English major students, foster greater engagement and motivation in pronunciation practice, and ultimately support foreign language learning.
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