As education evolves in tandem with societal and technological advancements, research methodologies must adapt to meet emerging needs. This systematic review explores recent experimental approaches to enhancing the pronunciation of English as a Foreign Language (EFL). Ten peer-reviewed studies published between 2019 and 2024 were analyzed using PRISMA guidelines. All studies employed the quasi-experimental design and were conducted in Asia and Europe, reflecting a regional concentration of research efforts. The interventions varied widely, incorporating innovative tools such as speech visualization technologies, robot tutors, AI-powered applications, and personalized feedback systems. These methods enhanced learners' pronunciation accuracy, fluency, and overall speaking proficiency. The review highlights a prevailing reliance on quasi-experiments due to practical constraints in educational settings, such as challenges with random assignment. While the studies showcased promising short-term outcomes, a notable gap was identified in using longitudinal research models, limiting insights into sustained effects. Additionally, some studies lacked robust statistical analysis or had small sample sizes, which may affect the generalizability of findings. The findings underscore the importance of integrating modern technologies and interactive strategies into pronunciation instruction. They also emphasize the need for more geographically diverse and methodologically rigorous research. Unlike previous reviews, this study focuses on technological interventions and affective outcomes, identifying a lack of longitudinal research in EFL pronunciation experiments. Future studies should prioritize long-term evaluations and broader samples to strengthen the evidence base for effective EFL pronunciation interventions.
Kunova et al. (Tue,) studied this question.