The effectiveness of a Computer-Assisted Pronunciation Training Approach for the production and perception of linking by English L2 learners

This study examines the effectiveness of technology-enhanced English L2 pronunciation instruction measured against a traditional approach to the teaching of linking, a feature of conversational speech that connects a word’s final sound (coda) to the first phoneme of the next one (onset). This phonological feature was chosen as ‘the vehicle’ to investigate whether learning improved, was impaired, or remained unaffected in an experimental, computer-assisted pronunciation programme. The present study posits that measuring the impact of the integration of CAPT (computer-assisted pronunciation teaching) can offer new pedagogical insights into foreign-language classroom methodologies. A quasi-experimental, mixed-methods experiment compared the effectiveness of two teaching approaches, a traditional versus a technology-enhanced course which offered a blend of face-to-face instruction and a parallel, self-study component delivered online. 100 freshmen at an English-medium university in Thailand underwent a 10-week intervention designed to evaluate actual learning gains and perceived improvements as reported by qualitative feedback forms. An untreated control group helped eliminate environmental and maturation effects. Instructional effectiveness was measured via pre- and post-training assessments of perception (listening comprehension), controlled production (reading aloud), and free production (storytelling). Effect sizes (between small for speaking, and medium to large for listening and reading aloud), combined with statistically significant (p<.05) quantitative results, indicate that the training programme led to tangible, noteworthy learning benefits for participants. However, inconclusive quantitative evidence supports the superiority of one approach or teaching methodology compared to another. Data suggest that CAPT integration alone did not lead to marked differences in performance gains. Qualitative findings revealed perceptions of usefulness and increased awareness, moderated by language proficiency and mother tongue, two significant themes that influenced the extent of improvements. Beyond its findings and conclusions, the significance of this dissertation lies in identifying potential avenues for further research, hopefully inspiring interest in CAPT and its benefits for L2 pronunciation teaching.