Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 357–384
This chapter explores adult learners’ perceptions towards using apps for pronunciation training and the engagement and retention rates of mobile technologies for pronunciation practice. The study focuses on five apps that address different areas of pronunciation selected by the teacher-researcher. The findings show that learners are keen on using pronunciation apps to learn pronunciation, but the frequency of self-reported mobile app use and time devoted to their use dwindle without the teacher’s guidance. A discussion of the learners’ engagement with and retention of the apps is offered, together with a number of recommendations to facilitate the integration of apps into pronunciation instruction.