Educational Speaking Technology Tools in English Pronunciation
DOI:
https://doi.org/10.46870/lets.v7i1.1834Keywords:
Educational technology tools, EFL, Merriam-Webster, Pronunciation instruction, You-GlishAbstract
Pronunciation is essential for effective oral communication, yet it is often underemphasized in EFL classrooms due to teachers’ limited time, confidence, and resources. Digital tools such as YouGlish and Merriam-Webster provide authentic pronunciation models and phonetic sopport that can enhance students’ pronunciation learning. This study investigated the effectiveness of educational speaking technology in pronunciation instruction and examined the perceptions of English language learners in using the technology during their learning process. A mixed-methods design was employed involving 21 students enrolled in the Speaking for Informal Interaction course. Data were collected through pronunciation pre- and post-tests and questionnaires, including open-ended items, to capture students’ perceptions. Quantitative data were analyzed using SPSS, while qualitative data from open-ended responses were examined through thematic analysis. The findings indicated a significant improvement in students’ pronunciation performance after using the educational technology tools. Students also reported gains in overall speaking ability, especially in pronunciation, vocabulary use, and confidence. The tools’ authentic pronunciation examples and phonetic guides contributed greatly to these improvements. The results lead to the conclusion that incorporating educational speaking technology into language teaching can substantially enhance pronunciation skills. A balanced approach that combines technology with guided practice is recommended to maximize learning benefits and minimize potential confusion for learners.
References
Abdi, N., & Davaribina, M. (2017). Dynamics of fluency, lexical resources, and language awareness: Investigating the role of pre-speaking strategies instruction. Theory and Practice in Language Studies, 7(10), 912–919. https://doi.org/10.17507/tpls.0710.13
Alfallaj, F. (2013). The use of linguistics in teaching pronunciation to Saudi students. Journal of Science and Technology, 14(2), 134–143. http://search.mandumah.com/Record/641164
Alhatmi, S. (2023). Second language vocabulary learning in the digital era: Ten reasons it should be on the go! Online Journal of Communication and Media Technologies, 13(3), e202333. https://doi.org/10.30935/ojcmt/13283
Almusharraf, A. (2022). EFL learners’ confidence, attitudes, and practice towards learning pronunciation. International Journal of Applied Linguistics, 32(1), 126–141. https://doi.org/10.1111/ijal.12408
Almusharraf, A. (2024). Pronunciation instruction in the context of World Englishes: Exploring university EFL instructors’ perceptions and practices. Humanities and Social Sciences Communications, 11(1), Article 847. https://doi.org/10.1057/s41599-024-03365-y
Asratie, M. G., Wale, B. D., & Aylet, Y. T. (2023). Effects of using educational technology tools to enhance EFL students’ speaking performance. Education and Information Technologies, 28(8), 10031–10051. https://doi.org/10.1007/s10639-022-11562-y
Berry, D. M. (2021). Level up your pronunciation: Impact of a mobile game. MEXTESOL Journal, 45(1), 1–12. https://doi.org/10.61871/mj.v45n1-4
Bettoni, M., & Rizzi, P. (2020). Compreensibilidade e percepções de brasileiros sobre o estudo da pronúncia do inglês. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies, 73(1), 363–390. https://doi.org/10.5007/2175-8026.2020v73n1p363
Brinton, D. M. (2012). Pronunciation instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 246–257). Cambridge University Press. https://doi.org/10.1017/9781009024778.031
Bronstein, A. J. (2015). The development of pronunciation in English language dictionaries. In Studies in the pronunciation of English (pp. 137–152). Routledge.
Brown, D. (2007). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Pearson Longman.
Carstens, A. (1995). Language teaching and dictionary use: An overview. Lexikos, 5(1), 105–116. https://doi.org/10.5788/5-1-1059
Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. SAGE Publications.
Dorst, A. G., & Reijnierse, W. G. (2015). A dictionary gives definitions, not decisions. Metaphor and the Social World, 5(1), 137–144. https://doi.org/10.1075/msw.5.1.08dor
Ergasheva, S. B., Djalolovna, Y. L., Ziyadulloyeva, M. S. Kizi, Norova, F. F., & Yuldashova, N. A. Kizi. (2022). The principles of using computer technologies in the formation and development of students’ language skills. Journal of Pharmaceutical Negative Results, 13(Special Issue 6), 2145–2154. https://doi.org/10.47750/pnr.2022.13.S06.280
Ernawati, Y. P. S., Asrowi, & Sukmawati, F. (2024). The future of archives learning with technology: Exploring the potential of virtual labs. Journal of Education Technology, 8(1), 42–51. https://doi.org/10.23887/jet.v8i1.73815
Fadillah, A. C. (2020). Pronunciation difficulties of EFL learners in Indonesia: A literature study. Jurnal Budaya FIB UB, 1(2), 7–13. https://jurnalbudaya.ub.ac.id
Fathi, J., Rahimi, M., & Teo, T. (2025). Applying intelligent personal assistants to develop fluency and comprehensibility and reduce accentedness in EFL learners: An empirical study of Google Assistant. Language Teaching Research. https://doi.org/10.1177/13621688251317786
Ferrett, E., & Dollinger, S. (2021). Is digital always better? Comparing two English print dictionaries with their digital counterparts. International Journal of Lexicography, 34(1), 66–91. https://doi.org/10.1093/ijl/ecaa016
Fu, J. S., & Yang, S.-H. (2019). Exploring how YouGlish facilitates EFL learners’ speaking competence. Educational Technology & Society, 22(4), 47–58. https://doi.org/10.30191/ETS.201910_22(4).0004
Gilakjani, A. P. (2012). A study of factors affecting EFL learners’ English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3). https://www.ijhssnet.com
Gilakjani, A. P., & Sabouri, N. B. (2016). Why is English pronunciation ignored by EFL teachers in their classes? International Journal of English Linguistics, 6(6), 195–208. https://doi.org/10.5539/ijel.v6n6p195
Greaves, D. (2024). Perception of young adults in higher education: A case study of Caribbean students in the online learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 39(1), 68–84. https://doi.org/10.1080/02680513.2021.1906640
Hakim, N. N., & Agustina, D. (2022). Students’ perceptions of technological tools used by teachers in teaching English during pandemic time. In Proceedings of the 3rd Online National Seminar on English Linguistics and Literature (ELLit) 2022 (pp. 121–127). https://proceeding.unnes.ac.id/ELLit/article/view/1644
Harmer, J. (2003). The practice of English language teaching (3rd ed.). Oxford University Press.
Hasan, N. (2022). Exploring web resources for teaching of English language skills. Journal of English Language Teaching, 64(6), 34–42. https://journals.eltai.in/jelt/article/view/JELT640605
Hodges, C. B., Stone, B. M., Johnson, P. K., Carter, J. H., Sawyers, C. K., Roby, P. R., & Lindsey, H. M. (2022). Researcher degrees of freedom in statistical software contribute to unreliable results: A comparison of nonparametric analyses conducted in SPSS, SAS, Stata, and R. Behavior Research Methods, 55(6), 2813–2837. https://doi.org/10.3758/s13428-022-01932-2
Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399–415. https://doi.org/10.1016/j.system.2006.02.002
Hwang, G.-J., Rahimi, M., & Fathi, J. (2024). Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective. Computers & Education, 214, Article 105015. https://doi.org/10.1016/j.compedu.2024.105015
Jarosz, A. (2019). English pronunciation in L2 instruction. Springer. https://doi.org/10.1007/978-3-030-13892-9
Jendli, A., & Albarakati, M. (2024). Exploring motivational dynamics: The role of oral activities in improving Arab students’ learning of English. International Journal of Learning, Teaching and Educational Research, 23(3), 131–149. https://doi.org/10.26803/ijlter.23.3.7
Jiang, Y., & Peng, J.-E. (2023). Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2022.2164777
Kahlke, R. M. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. International Journal of Qualitative Methods, 13(1), 37–52. https://doi.org/10.1177/160940691401300119
Kameswara, P. A., Nashruddin, W., & Priajana, N. (2023). The utilization of digital technologies in learning speaking skills: Students’ problems and strategies at Islamic school. PANYONARA: Journal of English Education, 5(2), 137–149. https://doi.org/10.19105/panyonara.v5i2.9923
Kaminska, I. (2019). Aspects of using dictionaries in the process of academic English teaching and acquisition. Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences, 66(3), 108–113. https://doi.org/10.33310/2518-7813-2019-66-3-108-113
Kartal, G., & Korucu-Kis, S. (2020). The use of Twitter and YouGlish for the learning and retention of commonly mispronounced English words. Education and Information Technologies, 25(1), 193–221. https://doi.org/10.1007/s10639-019-09970-8
Khaleghi, M., Batobara, M., & Saleem, M. (2020). A case for teaching pronunciation to adult EFL learners using metrical versification. International Journal of Learning, Teaching and Educational Research, 19(3), 460–474. https://doi.org/10.26803/ijlter.19.3.25
Khanh, C. G. (2021). The effect of ICT on learners’ speaking skills development. International Journal of TESOL & Education, 1(1).
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Lehmkuhl, P., Wagner, B., Frisch, S., Rumlich, D., & Visser, J. (2025). DigiLex—A checklist for the evaluation of digital tools for second and foreign language lexical learning. TESOL Journal, 16(1). https://doi.org/10.1002/tesj.70016
Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentik.
Luoma, S. (2004). Assessing speaking. Cambridge University Press.
Nazari, M., Boustani, A., & Sheikhi, M. (2022). A case study of the impact of a teacher education course on two Iranian EFL teachers’ beliefs and practices about grammar teaching. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), Article 13. https://doi.org/10.1186/s40862-022-00142-9
Nichols, W. (2009). Merriam-Webster’s advanced learner’s English dictionary (Review). Dictionaries: Journal of the Dictionary Society of North America, 30(1), 143–150. https://doi.org/10.1353/dic.2009.0000
Nur, S. M., Syam, U. K., & Muhsin, M. A. (2021). Improving students’ speaking skills through retelling story using picture series. Jurnal Keguruan Dan Ilmu Pendidikan (JKIP), 8(2), 142–155.
Ochoma, M. U. (2019). Teacher’s voice quality and teaching effectiveness. African Research Review, 13(3), 141–150. https://doi.org/10.4314/afrrev.v13i3.12
Olivo Camacho, P. M., Palacio Intriago, J. E., & Andrade Torres, M. V. (2024). Innovative technological teaching resources to develop English speaking skills. Ciencia Latina Revista Científica Multidisciplinar, 8(1), 12185–12200. https://doi.org/10.37811/cl_rcm.v8i3.12052
Pawlak, M., Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2025). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research, 29(2), 509–534. https://doi.org/10.1177/13621688211064944
Pennington, M. C., & Richards, J. C. (1986). Pronunciation revisited. TESOL Quarterly, 20(2), 207–225. https://doi.org/10.2307/3586541
Prastyo, Y. D., Dharmawan, Y. Y., & Amelia, S. F. (2022). Students’ perceptions on the implementation of YouGlish in learning English pronunciation. Lectura: Jurnal Pendidikan, 13(1), 42–54. https://doi.org/10.31849/lectura.v13i1.9225
Rosyid, A. (2016). Factors affecting EFL learners in learning English pronunciation. Pedagogia: Jurnal Ilmiah Pendidikan, 8(2), 436–443. https://doi.org/10.55215/pedagogia.v8i2.4924
Sardegna, V. G., & Jarosz, A. (2022). Exploring how YouGlish supports learning English word stress: A perception study. In Theoretical and practical developments in English speech assessment, research, and training (pp. 165–184). Springer.
Shand, S. D., Pratama, R. M. D., Hastuti, D. P., & Khairuna, S. (2024). Developing students’ speaking and listening skills through modern technology. English Education: Jurnal Tadris Bahasa Inggris, 17(1), 36–48. https://doi.org/10.24042/ee-jtbi
Sherine, A., Sastry, M. M., & Seshagiri, A. V. S. (2020). Improving second language speaking and pronunciation through smartphones. International Journal of Interactive Mobile Technologies, 14(11), 280–287. https://doi.org/10.3991/ijim.v14i11.13891
Sonia, B., & Lotfi, B. (2016). The importance of prosody in proper English pronunciation for EFL learners. Arab World English Journal, 7(2), 316–327. https://doi.org/10.24093/awej/vol7no2.21
Sukmawati, Romayanti, V., Abeng, A. T., Ibrahim, M., Hasanuddin, & Rasmiyanti, A. (2024). Students’ perceptions of YouGlish as instructional technology and media for learning English pronunciation. IJOLEH: International Journal of Education and Humanities, 3(1), 86–95. https://doi.org/10.56314/ijoleh.v3i1.225
Syunina, A. S., Yarmakeev, I. E., Shechter, D., Pimenova, T. S., & Abdrafikova, A. R. (2017). Authentic video materials as a means of speech fluency development in EFL class. Modern Journal of Language Teaching Methods, 7(2).
Tergujeff, E. (2013). Learner perspective on English pronunciation teaching in an EFL context. Research in Language, 11(1), 81–95. https://doi.org/10.2478/v10015-012-0010-z
Topal, İ. H. (2022). A review of Tureng: The multilingual dictionary. Journal of Research in Techno-Based Language Education, 2(3). https://doi.org/10.22034/jrtle.2022.346927.1029
Topal, İ. H. (2023). YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education. Journal of Digital Educational Technology, 3(2), Article ep2305. https://doi.org/10.30935/jdet/13236
Tran, D. P. T., & Nguyen, H. B. (2020). EFL teachers’ beliefs and practices of teaching pronunciation in a Vietnamese setting. Universal Journal of Educational Research, 8(12), 7022–7035. https://doi.org/10.13189/ujer.2020.081270
Tso, A. W.-B. (2020). An investigation of the effectiveness of English language apps for EFL vocabulary building. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 6(1).
Tsunemoto, A., & McDonough, K. (2020). Exploring Japanese EFL learners’ attitudes toward English pronunciation and its relationship to perceived accentedness. Language and Speech, 64(1), 24–34. https://doi.org/10.1177/0023830919900372
Uswatunnisa, A., Mursyid, & Rahmat. (2025). The analysis of language attitude of Gen-Z students towards EFL in urban and suburban areas. EduLite: Journal of English Education, Literature and Culture, 10(2), 271–286. https://doi.org/10.30659/e.10.2.271-286
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wallace, L. (2015). Using Google web speech as a springboard for identifying personal pronunciation problems. Pronunciation in Second Language Learning and Teaching, 7, 180–187. https://www.iastatedigitalpress.com/psllt/article/id/15287/
Wang, X., Xia, C., Zhao, Q., & Chen, L. (2025). Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0292
Zhang, G., & Lu, H. (2024). Impact of English-speaking environments and Chinese language pronunciation on the speaking proficiency of English learners in China. Journal of Psycholinguistic Research, 53(3), Article 45. https://doi.org/10.1007/s10936-024-10065-w
Zheng, H., & Wang, X. (2016). The use of electronic dictionaries in EFL classroom. Studies in English Language Teaching, 4(1). https://www.scholink.org/ojs/index.php/selt
Downloads
Published
Issue
Section
License
Copyright (c) 2025 khoiriyah khoiriyah, Muhammad Firza Thoriq Sholahuddin, Benny Dele Bintang Ananta
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
