AI integration in pronunciation instruction: Insights from secondary school EFL teachers

Abstract

There has been growing interest in the potential of artificial intelligence (AI) in language education. However, little research has explored its application in pronunciation instruction. To address this gap, this qualitative study investigates Vietnamese secondary school English as a Foreign Language (EFL) teachers’ beliefs about AI integration in English pronunciation teaching as well as the perceived benefits and challenges. Data were collected through focus group interviews with 24 EFL teachers (four teachers per group) from three Vietnamese secondary schools who had experience using AI-based pronunciation tools. A thematic analysis approach was employed to interpret the data. The findings revealed that teachers mainly employed ELSA Speak for gamified pronunciation practice and ChatGPT for teaching materials. Additionally, teachers held both positive and negative beliefs regarding using AI in teaching pronunciation. They recognized several benefits of integrating AI into pronunciation instruction, including more engaging pronunciation activities, individualized corrective feedback, increased opportunities for practice, enhanced support for communicative pronunciation tasks, and potential improvements in learners’ listening and speaking skills. However, they also identified challenges such as limited teacher knowledge of AI use, unstable internet connection, and insufficient parental support. By examining teachers’ perspectives, this study contributes to the emerging literature on AI-assisted pronunciation instruction and offers practical implications for educators, curriculum developers, and educational technology designers.