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Part of
English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 357–384

Chapter 15
Mobile apps for pronunciation training

Exploring learner engagement and retention

| University of Warsaw

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.

Keywords: mobile apps, mobile-assisted pronunciation training (MAPT), computer-assisted pronunciation training (CAPT), technologies, pronunciation training, pronunciation apps, lifelong learning, learner retention, app retention, app engagement
Article outline
  • Introduction
  • Computer-Assisted Pronunciation Training (CAPT)
  • Computer vs. mobile
  • Mobile (pronunciation) apps and affordances
  • Mobile-Assisted Pronunciation Training (MAPT)
  • Mobile app engagement and retention
  • The present study
  • Method
    • Course description
    • Participants
    • Instruments
    • Procedure
  • Data analysis
    • RQ1:Importance of MAPT for learners
    • RQ2:App engagement and retention by learners
  • Discussion
  • Pedagogical implications
  • Limitations
  • Conclusion
  • Notes
  • References
  • Apps
Published online: 13 October 2021
DOI logo
https://doi.org/10.1075/aals.19.15wal
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Apps

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