Research in the field of Computer-Assisted Language Learning (CALL) has frequently taken a top-down approach when investigating learners' attitudes and behavior, both in the course as well as for their personal use. Suggestions are given for use of technology, and future research (Beatty, 2010; Levy & Stockwell, 2006). One perspective that has not been examined in CALL is Reflexive Photography, a method that lends itself to rigorous and focused analysis and can illuminate the participants' experiences and perceptions in a way that the above methods cannot. In reflexive photography, participants are asked to photograph their experience of the phenomenon in question. These photographs serve as the basis for the discussion with the researcher that follows, and help to define the scope of the particular phenomenon. Together, the participants and the researcher co-produce the information regarding the phenomenon (Jenkings, Woodward & Winter, 2008). Reflexive photography has been used to explore issues of identity and experience in other fields, although in CALL, it has been underutilized. The present study identified current uses of technology among International Teaching Assistants (ITAs) taking a course to improve their spoken English intelligibility. Midway through the term, learners photographed what they deemed to be helpful and what they felt obstructed the improvement of their oral English production. They then shared seven to ten photographs in a focus group of peers. At the end of the term, the researcher interviewed the learners regarding these experiences. The photos and the interviews were coded and the researcher examined the emergent findings, using observations and electronic communication from Affiliation Ohio University (English Language Improvement Program in the Department of Linguistics).

From individual phonemes to discourse‐level intonation and rhythm, teaching pronunciation can be quite challenging; however, when used properly, technology can enhance teachers' instruction and help learners improve their intelligibility. This entry provides an overview of technology that can be used to improve both receptive and productive pronunciation knowledge. It shows how learners and teachers can use technology to bend time and space to their advantage by recording speech for later audiovisual analysis and for creating speaking opportunities when alone. Also demonstrated is how technology can be used to alter the environment, thus increasing the amount and variety of input and practice opportunities learners receive in the target language.

Clear English Pronunciation: A Practical Guide by Dick Smakman (2020) is intended to be a course in English pronunciation for learners who would like to speak English more effectively and be better understood. The author’s goal is to provide learners with the opportunity to work on their own pronunciation targets rather than go through an entire course with varying degrees of relevance to their needs. Overall, while this textbook could be a useful academic guide to English pronunciation since it covers everything from segmentals to prosody, it might be difficult to effectively implement as a course for improving pronunciation. As such, it may be best suited as a teacher’s resource for courses led by instructors and tutors who teach within a communicative framework.