Speaker
Description
Tsukuba University Graduate Student Showcase: This study investigates the relationship between pronunciation engagement and intelligible English speech among English learners. Although pronunciation practice is generally considered beneficial, relatively little is known how learners engage in pronunciation activities, how this engagement contributes to spoken communication, and which pronunciation features are most critical or not for producing intelligible speech. Using questionnaires, interviews, and AI-based pronunciation assessment, this mixed-methods study explores learners’ pronunciation experiences, confidence, and engagement.
Abstract section 3: Content/method
This mixed-methods study will involve university students and private language school learners in Japan. Data will be collected through questionnaires, semi-structured interviews, and AI-assisted pronunciation assessments using the PRONTEST engine and related tools. The assessment system analyzes articulatory features and speech production characteristics to provide objective measures of pronunciation performance. Quantitative and qualitative data will be integrated to explore learners’ pronunciation-related experiences, confidence, engagement, speech intelligibility, and pronunciation characteristics.
Abstract section 4: Outcomes/results
It is expected that learners who engage more actively in pronunciation practice will demonstrate higher levels of intelligibility and greater confidence in spoken English communication. The findings are also expected to identify pronunciation characteristics associated with intelligible speech, as well as features that may hinder successful communication. Furthermore, the study is expected to demonstrate how AI-assisted pronunciation assessment can provide individualized feedback based on articulatory and speech production features, offering practical implications for pronunciation instruction and learner support in English language education.
Abstract section 2: Contribution/research questions
The study aims to investigate the relationship between learners’ engagement in pronunciation practice and the production of intelligible English speech. Specifically, it examines (1) whether pronunciation practice contributes to improvements in intelligibility, (2) whether pronunciation practice enhances learners’ engagement and confidence in spoken English communication, and (3) how AI-assisted pronunciation assessment based on articulatory features can support pronunciation learning and classroom instruction.
Abstract section 1: Relevance
Pronunciation seems to be widely recognized as an important factor of successful spoken communication in English. Previous research has demonstrated that pronunciation-focused instruction can improve learners’ intelligibility and comprehensibility. However, relatively little qualitative research has examined how learners engage in pronunciation practice, how such engagement contributes to spoken communication, and which pronunciation features facilitate or hinder intelligible speech. Recent advances in AI-assisted pronunciation assessment technologies that analyze articulatory features and speech production provide new opportunities to investigate these issues from both pedagogical and analytical perspectives.
| Title | Pronunciation Engagement Trends Among English Learners |
|---|---|
| Teaching Context | College and university education |