This paper reviews the research approaches used in computer-assisted pronunciation training (CAPT), addresses the existing challenges, and discusses emerging trends and opportunities. To complement existing work, our analysis places more emphasis on pronunciation teaching and learning (as opposed to pronunciation assessment), prosodic error detection (as opposed to phonetic error detection), and research work from the past five years given the recent rapid development in spoken language technology.
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Chen et al. (2016) studied this question.
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