Vietnamese students’ beliefs and practices in computer-assisted pronunciation training: an exploratory study

Abstract

Despite the growing potential of computer-assisted pronunciation training (CAPT) tools, time constraints in classroom instruction continue to limit opportunities for individualized pronunciation practice. Technology offers a flexible means to extend learning beyond class time. However, students’ beliefs about using such tools for pronunciation development remain underexplored. Limited research explores students’ self-directed use and beliefs about these technologies in under-resourced contexts, where educational settings are constrained by limited technological infrastructure and pedagogical support for digital learning. Grounded in Zimmerman’s self-regulated learning (SRL) framework, this study addressed this gap by examining Vietnamese tertiary students’ practices and beliefs regarding CAPT using the Pronunciation Power 2 software. A mixed methods approach was employed, combining data from seven-week learning logs and semi-structured focus group interviews with 15 English majors (ages 19–20 with B2 to C1 proficiency level), lasting 40 to 45 min. Results revealed that students engaged with CAPT for short durations (5 to 25 min), primarily focusing on segmental tasks, while suprasegmental features received limited attention due to task complexity. Despite expressing confidence in CAPT’s potential to improve pronunciation, participants identified challenges, including task monotony, difficulty achieving native-like accuracy, and financial barriers.