A theoretical assessment of ASR-based pronunciation activities for classroom learning

Abstract The use of digital technologies in the daily routine of second language (L2) classes became unavoidable when teachers needed to overcome mobility restrictions imposed by the COVID-19 pandemic. In countries where access to technological resources in regular classrooms is still limited, the use of free digital resources for pedagogical purposes is a valuable alternative. This pedagogical paper explores the use of Automatic Speech Recognition (ASR) for L2 pronunciation teaching and learning. Three ASR-based activities drawn from Gottardi (2023) are presented and discussed. The assessment is based on the criteria provided by two frameworks. From the pedagogical perspective, we adopted the communicative pronunciation teaching framework (Celce-Murcia; Brinton; Goodwin, 2010), which proposes five steps to teach pronunciation and design materials, including explicit instruction, perception, and production tasks, with different degrees of teacher guidance and feedback. Considering the use of technology and the design of pedagogical activities, we draw on Chapelle’s (2001) six criteria to evaluate educational software and activities. We analyzed each ASRbased pronunciation activity in terms of language learning potential, learner fit, meaning focus, authenticity, positive impact, and practicality. Thus, the objective of this pedagogical paper is to 1) discuss how ASR technology can assist L2 pronunciation practice; 2) provide practical examples of ASR-based pronunciation activities designed to be used by L2 teachers; and 3) examine the pedagogical appropriateness of the proposed activities. Finally, pedagogical implications of using ASR for pronunciation practice are discussed.