The Effects of MALL on L2 Pronunciation Learning: A Meta-Analysis

Abstract

Mobile-assisted language learning has emerged as a valuable tool for L2 pronunciation learning as it offers ample opportunities for learners to perform authentic learning activities anytime and anywhere. However, the extent to which mobile devices may facilitate or enhance L2 pronunciation has yet to be systematically investigated. To address the research gap, the study drew on a meta-analytic framework to examine the overall average effect of mobile devices on L2 pronunciation learning. The meta-analysis consisted of 13 primary studies featured in an experimental vs. control group design published between 2009 and 2020. These studies involved 655 participants and reported 19 effect sizes in the results. The analysis revealed a robust effect size ( d = .66) as captured by a random-effects model, indicating a significant effect concerning the use of mobile devices on L2 pronunciation learning. In the meta-analysis, significant moderators were also identified, and their moderating effects were critically examined. In light of the research findings, it is argued that innovative activities and tasks using mobile devices can be adopted for both language instructors and learners due to their portability, connectivity, and individuality.

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

“…Moreover, the utilization of ASR technology in the context of L2 pronunciation instruction has been found to yield positive effects on learners’ confidence and motivation. By offering learners a sense of control over their learning process, ASR technology empowers them to actively engage in their pronunciation development ( Liakin et al, 2015 ; O’Brien et al, 2018 ; Tseng et al, 2022 ). The enhanced confidence and motivation experienced by learners when utilizing ASR technology can lead to increased engagement and persistence in their L2 learning endeavors ( Golonka et al, 2014 ).…”

“…As noted by Lord (2008) , a lot of language instructors believe that by providing additional instruction in the second language, pupils would learn to pronounce it on their own; other language instructors question whether it is essential to provide instruction in the segmental and supra-segmental phonological aspects of a language ( Thomson and Derwing, 2015 ). However, numerous strategies, such as corrective feedback and complete immersion learning, are brought to pronunciation training by technology devices ( Eskenazi, 1999 ; Luo, 2016 ; Tseng et al, 2022 ), leading to a development that goes beyond the boundaries of the classroom and allows students to have freedom and control over their language learning abilities ( Pennington, 1999 ; Thomson, 2011 ; O’Brien et al, 2018 ).…”

Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading

“…A similar study was conducted using a similar rubric by Kennedy and Trofimvich [30]. The components of the tool are rubric for oral reading fluency, monitoring and projecting progress in reading fluency instruction chart, oral presentation evaluation scale, and rubric for speaking assessment (pronunciation/diction, fluency, word choice, usage, ideas/meaning) [31].…”

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance

“… Phetsut and Waemusa (2022) studied how teachers’ feedback on L2 learners oral exercise through WhatsApp helped learners to improve their oral accuracy. Tseng et al (2022) examined the overall average effect of mobile devices on L2 pronunciation learning by drawing on a meta-analytic framework. Their research results showed that the use of mobile devices had a significant effect on L2 pronunciation learning.…”