
This presentation reports a study of corrective feedback (CF) using computer-assisted pronunciation training. The study looked at how accurate feedback needed to be to promote pronunciation improvement. In the study, 30 native speakers of Chinese completed a pretest, a computer-based training session to produce nine sound contrasts in English, and a post test. The study manipulated feedback accuracy using a modified “Wizard of Oz” protocol where a phonetically-trained human listener in a separate room provided CF on the trainees’ productions, while the trainees thought that the computer-based system provided the CF. The computer system presented nine sound contrasts: three with 100% accuracy, three with 66% accuracy (with one of three human responses changed randomly), and three with 33% accuracy (with two of three human feedback responses changed). Pre and post test productions were rated for accuracy by native speakers of English. Pronunciation accuracy was not significantly different for CF with 100% or 66% accuracy, but both resulted in greater improvement than feedback with 33% accuracy. An important implication for L2 pronunciation training software is that machine feedback (indeed, any feedback) can be beneficial when it is ‘good enough’ (i.e., not 100% accurate).
John M. Levis is Distinguished Professor of Applied Linguistics and Technology at Iowa State University. He is founding editor of the Journal of Second Language Pronunciation and the founder of the Pronunciation in Second Language Learning and Teaching Conference. He is the author of Intelligibility, Oral Communication and the Teaching of Pronunciation and co-author of Teaching Pronunciation with Confidence: A Resource for ESL/EFL Teachers. He is also co-editor of Second Language Pronunciation: Bridging the Gap Between Research and Practice, The Handbook of Second Language Pronunciation, and Social Dynamics in Second Language Accent.
Hosts
Teaching of Pronunciation Interest Group (TOP-IG)
Marsha Chan and Patryk Mrozek. Co-coordinators
Donna Brinton, Assistant Coordinator
Marsha Chan
Friday, April 17, 2026, 12:00-1:00 PM California Time
Members: Free
Non-members: $5.00
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Sherry MacKay, Talley Caruso, and Marc Santamaria
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In order for adult multilingual learners (MLs) to thrive in their careers and educational opportunities, they need strong communication skills. With this comes the need for them to acquire intelligible pronunciation. How can teachers of Adult MLs help learners achieve intelligible pronunciation? One way is to lead learners to discover pronunciation features in context. With a focus on suprasegmental features, the presenter outlines the approach she uses for integrating pronunciation into any curriculum, choosing features that align with instructional content and tasks. Audience members experience the approach for themselves as they discover suprasegmental features they can readily integrate into their curricula.
Betsy Parrish is Professor in the MATESOL and TEFL Certificate programs at Hamline University in St. Paul, Minnesota. She has worked as a language teacher, teacher educator, writer, and consultant for over 40 years, with experience in the US, Bangladesh, Costa Rica, France, India, Russia and Vietnam. She started her career teaching speaking and pronunciation at the University of MN. She developed the applied phonetics course for the MATESOL at Hamline and frequently conducts workshops for teachers on dynamic pronunciation instructional techniques. Her most recent book, Teaching Adult English Language Learners (Cambridge University Press, 2019), addresses the diverse needs of adult English learners and provides ideas on how to prepare all learners for the communicative demands of today’s world.
Teaching of Pronunciation Interest Group (TOP-IG)
Marsha Chan and Patryk Mrozek. Co-coordinators
Donna Brinton, Assistant Coordinator
Marsha Chan
Friday, May 1, 2026, 12:00-1:00 PM California Time
Members: Free
Non-members: $5.00
#catesoltop


