Mester

Teaching pronunciation using computer and mobile-assisted technology has steadily increased over the past two decades (Olson, 2014; Galazci, 2016, Kochem, 2022; Tseng et al., 2002, Lan, 2022). Furthering our understanding of the impact that teaching pronunciation using technology has on students is vital to continue developing tools to support student-oriented pronunciation goals, especially since prior research elucidates the critical role that pronunciation has in maintaining the flow of interactions in communication, increasing student’s confidence, and even in the process of identity-construction in a second language (Jenkins, 2004; Chapelle, 2003; Foot et al., 2017; Almusharraf, 2022). While several studies have investigated the efficacy of pronunciation training remotely or via distance CALL (Engwall et al., 2004; Rogerson-Revell, 2021), little is known about how students feel about using these tools to practice pronunciation training during class time. Since pronunciation instruction is slowly becoming a staple in foreign/second language curricula (Derwin et al., 2017), research evaluating students’ attitudes and reactions to in-class pronunciation activities has the potential to provide valuable insights into students’ willingness to participate in pronunciation training and the overall efficacy of pronunciation interventions in the classroom which harness technological advances for teaching.