Aim/Purpose: To evaluate and explore the advantages of using voice recognition tools (VRT) to enhance pronunciation, motivation, and learner confidence in English as a Foreign Language (EFL) classroom among the first-year undergraduates at Osmania University. It specifically focuses on assessing the pedagogical and psychological impact of integrating voice recognition technology (VRT). Background: The use of information and communication technology (ICT) in EFL instruction has expanded to a greater extent. The study explores the impact of VRT, which has emerged as an effective aid for improving pronunciation and speaking skills. By offering real-time feedback and interactive practice, these tools enhance students’ motivation, confidence, and oral proficiency. Methodology: An experimental study was conducted for undergraduates, specifically within an undergraduate college in Hyderabad, India. The research adopts a quasi-experimental design involving a control group (traditional teaching methods) and an experimental group employing the voice recognition tool Google Speech Software for pronunciation and a customized mini version of Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and confidence. Statistical methods were used to analyze the data and compare results between the two groups. Contribution: This study contributes to the field of EFL instruction by providing empirical evidence for integrating VRT for pronunciation enhancement and Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and confidence. It highlights the potential of technology-driven language teaching to foster better oral proficiency and increase learner motivation and confidence. Findings: The findings indicate that using VRT significantly improves pronunciation accuracy, motivation, and confidence compared to conventional teaching methods. The paired sample t-tests and Mann–Whitney U tests showed statistically significant gains (p < 0.05) in all three domains, with large effect sizes observed for pronunciation (d = 1.14), motivation (d = 1.37), and confidence (d = 1.48). The overall motivation levels among the learners rose from a mean score of 47.80 (pre-test) to 50.84 (post-test), with an improvement of 6.36%. Recommendations for Practitioners: Experts should consider integrating VRT into their EFL curriculum to support pronunciation training, motivation, and confidence-building. Various classroom activities, such as pronunciation drills, interactive voice exercises, and peer feedback using technology, can help learners become more confident and accurate in spoken English. Recommendation for Researchers: More work with diverse learners is needed to examine long-term effects on pronunciation, motivation, and confidence, and using both qualitative and quantitative methods will give a fuller picture of student progress and engagement. Impact on Society: It highlights the positive impact of VRT on pronunciation, student motivation, and confidence, promoting more interactive and effective learning in EFL classrooms. Future Research: Future studies should focus on exploring the long-term effects of VRT across diverse learner groups and on examining how teacher training and classroom practices influence its effectiveness in EFL settings.
Suma Bindu Pothuri (Thu,) studied this question.