A case study of enhancing learner autonomy in improving university students’ English pronunciation

Abstract

This research compared the effectiveness of communicative language teaching (CLT) and computer-assisted pronunciation teaching (CAPT) in improving university students’ English pronunciation and sought to find out if CAPT, which was believed to promote learner autonomy by giving students more control over their pace and level of study, could complement CLT. Pre-test and post-test results of students’ intelligibility test showed no big difference in the two groups of students using these two approaches, but post-class survey showed that the students using CLT enjoyed the lessons more than the students using CAPT and they were more motivated and confident in English pronunciation after they finished the training.