Using technology to improve pronunciation

This paper reports mixed method results from a small group of Japanese learners who used the action-learning framework of reflective journals to improve pronunciation. In particular, this study identified common language learning strategies used by Japanese EIL students to improve pronunciation and investigated how technology impacted on the language learning strategy choices that students make. Generally, technology generated positive attitudinal responses and potential learning opportunities were identified as a result of using technology and a computer-assisted pronunciation teaching (CAPT) program SpeaK!. As a result, students became more aware of their pronunciation strengths and weaknesses. This study, therefore, not only informs curriculum designers about this reflective approach to improve pronunciation, but also contributes to a growing body of research on what the students think and how they prefer to learn (Nunan, 1995).