Artificial Intelligence in Pronunciation Teaching: Use and Beliefs of Foreign Language Teachers

2025-03-06

AI Summary

This study investigates EFL teachers’ current practices, belief disparities, and influencing factors regarding AI integration in pronunciation instruction. Drawing on a survey of 117 in-service teachers in Cyprus, it employs descriptive statistics, correlation analysis, and regression modeling to empirically examine associations among AI usage frequency, perceived effectiveness, concerns, and prior training. Results indicate overall positive teacher attitudes; higher usage frequency is associated with teaching in higher education/adult education contexts and greater AI-related professional development. Frequent users report stronger efficacy beliefs, while comprehensive training significantly mitigates technological concerns. The study makes three key contributions: (1) it provides the first empirical evidence linking AI adoption patterns with pedagogical beliefs in pronunciation teaching; (2) it identifies demographic and experiential predictors of AI uptake; and (3) it proposes a belief-informed, tiered teacher training framework to support context-sensitive, AI-enhanced pronunciation instruction.

Technology Category

• Humans and AI: AI for Accessibility
• Natural Language Processing: Interpretability, Analysis, and Evaluation of NLP Models
• Philosophy and Ethics of AI: Privacy & Security

Application Category

• Search and Retrieval-Augmented AI: Web evaluation methodologies and metrics
• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Economics, Online Markets and Human Computation: Trust and reliance of crowd workers and data experts on GenAI

Abstract

Pronunciation instruction in foreign language classrooms has often been an overlooked area of focus. With the widespread adoption of Artificial Intelligence (AI) and its potential benefits, investigating how AI is utilized in pronunciation teaching and understanding the beliefs of teachers about this tool is essential for improving learning outcomes. This study aims to examine how AI use for pronunciation instruction varies across different demographic and professional factors among teachers, and how these factors, including AI use, influence the beliefs of teachers about AI. The study involved 117 English as a Foreign Language (EFL) in-service teachers working in Cyprus, who completed an online survey designed to assess their beliefs about the effectiveness of AI, its drawbacks, and their willingness to integrate AI into their teaching practices. The results revealed that teachers were significantly more likely to agree on the perceived effectiveness of AI and their willingness to adopt it, compared to their concerns about its use. Furthermore, teachers working in higher education and adult education, as well as those who had received more extensive training, reported using AI more frequently in their teaching. Teachers who utilized AI more often expressed stronger agreement with its effectiveness, while those who had received more training were less likely to express concerns about its integration. Given the limited training that many teachers currently receive, these findings demonstrate the need for tailored training sessions that address the specific needs and concerns of educators, ultimately fostering the adoption of AI in pronunciation instruction.

Problem

• Investigates AI use in pronunciation teaching among EFL teachers.
• Explores teacher beliefs on AI effectiveness and integration in classrooms.
• Highlights need for tailored training to address AI adoption challenges.

Innovation

• AI enhances pronunciation teaching effectiveness
• Tailored training boosts AI adoption among teachers
• Higher education teachers use AI more frequently