This study investigated the effects of technology-mediated task-based language teaching (TMTBLT) on the pronunciation of English vowels by Persian-speaking EFL learners. Drawing on evidence that vowel contrasts are a persistent difficulty for Persian learners, the study aimed to examine whether TMTBLT—integrating digital practice tools and interactive feedback—improves vowel accuracy compared with traditional, teacher-led pronunciation instruction. Two intact junior classes were randomly assigned to experimental (TMTBLT) and control (traditional instruction) conditions. Data were collected with pre-tests and post-tests targeting 24 words containing key English vowel sounds, supplemented by learner interviews and reflective logs. Audio productions were rated by trained native-speaker raters; quantitative data were analyzed using analysis of covariance to control for baseline differences, and qualitative responses were subjected to thematic analysis. Results showed clear improvements in vowel accuracy for learners who received TMTBLT and revealed greater engagement, positive attitudes toward interactive feedback, and increased opportunities for communicative practice. The findings indicate that TMTBLT is a promising approach for enhancing vowel pronunciation in EFL contexts and have implications for pronunciation pedagogy and curriculum design.
Hossein Tavakoli (Sun,) studied this question.