ASSESSING ONLINE PRONUNCIATION TUTORS FOR IMPROVING L2 LEARNERS ENGLISH PROBLEMATIC PHONEME

Julianah Ajoke Akindele; Victor Ayomide Fabunmi

Article Details

ASSESSING ONLINE PRONUNCIATION TUTORS FOR IMPROVING L2 LEARNERS ENGLISH PROBLEMATIC PHONEME

Authors:

Julianah Ajoke Akindele | Victor Ayomide Fabunmi

Publisher:

Université Abderrahmane Mira de Béjaia

Journal:

Journal of Studies in Language, Culture and Society (JSLCS) Vol.8 Issue 2, pp.381-396

Document Type:

Article

Publication Date:

6/2025

Document Language:

English

Document ID (Org No.):

2001559523

pISSN:

2676-1750

Keywords:

Abstract:

 This paper investigates the effectiveness of online pronunciation platforms in helping second language (L2) learners of English overcome difficulties with problematic phonemes, which are sounds that L2 learners often struggle to perceive and articulate These phonemes include English sounds like /θ/, /ð/, /v/ and /tʃ/, each presenting unique challenges due to unfamiliar articulation or differences from similar sounds in the learner’s native language Online pronunciation platforms, incorporating technologies such as artificial intelligence, real-time feedback, and interactive exercises, provide accessible and adaptive pronunciation training that addresses these difficulties The need for online pronunciation tools stems from traditional instruction’s limitations, particularly in offering individualised feedback and sufficient pronunciation practice in a variety of linguistic contexts 
Participants in this research include L2 learners of English from Osun State University who actively utilise online pronunciation tools, such as ELSA Speak, SpeechAceThe outcomes reveal that 80% use online platforms regularly (daily or weekly), and 85% find these tools effective or very effective in improving pronunciation A majority (60%) reported significant improvement, particularly with problematic phonemes like /θ/ and /ð/ Online platforms such as ELSA Speak and SpeechAce provide real-time feedback, interactive exercises, and progress tracking, with 70% of participants affirming the effectiveness of these features in correcting pronunciation errors Also, 90% agreed that these tools promote autonomous learning Despite their advantages, 45% of respondents noted limitations, including a lack of communicative practice and nuanced feedback While 55% believed that online tools could not replace traditional classroom instruction, 55% suggested incorporating real-time communicative scenarios to enhance their effectiveness This study concludes that online pronunciation platforms are a valuable complement to traditional methods, offering innovative solutions for improving L2 pronunciation accuracy and autonomy, while emphasizing the need for enhancements to address contextual communication skills.

Article Details

ASSESSING ONLINE PRONUNCIATION TUTORS FOR IMPROVING L2 LEARNERS ENGLISH PROBLEMATIC PHONEME

Authors:

Julianah Ajoke Akindele | Victor Ayomide Fabunmi

Publisher:

Université Abderrahmane Mira de Béjaia

Journal:

Journal of Studies in Language, Culture and Society (JSLCS) Vol.8 Issue 2, pp.381-396

Document Type:

Article

Publication Date:

6/2025

Document Language:

English

Document ID (Org No.):

2001559523

pISSN:

2676-1750

Online pronunciation tutors

L2 learners'

Problematic English phonemes

Pronunciation

Classroom

Real-time feedback

Autonomous learning

Issues

Article Details

Authors: Julianah Ajoke Akindele | Victor Ayomide Fabunmi

Publisher: Université Abderrahmane Mira de Béjaia

Journal: Journal of Studies in Language, Culture and Society (JSLCS) Vol.8 Issue 2, pp.381-396

Document Type: Article

Publication Date: 6/2025

Document Language: English

Document ID (Org No.): 2001559523

pISSN: 2676-1750

Issues

Authors:

Julianah Ajoke Akindele | Victor Ayomide Fabunmi

Publisher:

Université Abderrahmane Mira de Béjaia

Journal:

Journal of Studies in Language, Culture and Society (JSLCS) Vol.8 Issue 2, pp.381-396

Document Type:

Article

Publication Date:

6/2025

Document Language:

English

Document ID (Org No.):

2001559523

pISSN:

2676-1750