DOI:
https://doi.org/10.14483/22487085.22956Publicado:
2026-09-14Número:
Vol. 28 Núm. 1 (2026): CALJ: enero-junioSección:
Artículos de InvestigaciónFostering Students’ Autonomous Learning English Pronunciation Using Mobile-Based Artificial Intelligence
Fomento de la pronunciación inglesa en el aprendizaje autónomo de los estudiantes mediante inteligencia artificial basada en dispositivos móviles
Palabras clave:
ELSA, Mobile-Based AI, Pronunciation Development, Self-Directed Learning, Practical Utility (en).Palabras clave:
ELSA, inteligencia artificial móvil, desarrollo de la pronunciación, aprendizaje autodirigido, utilidad práctica (es).Descargas
Resumen (en)
This study explores the potential of ELSA (English Language Speech Assistant), a mobile-based artificial intelligence application, to support English pronunciation development among university students in self-directed learning contexts. Using a one-group pre-test post-test experimental design, we recruited 28 second-year university students (mixed gender), who had previously completed a pronunciation practice course. Participants engaged with ELSA’s AI-powered pronunciation features throughout the intervention period. Pre-test and post-test assessments were administered to examine changes in pronunciation proficiency, with data analyzed using paired-sample t-tests. Results revealed a substantial increase in mean pronunciation scores from 55.54 (SD = 13.077) to 80.18 (SD = 10.583) following the intervention (t (27) = -15.36, p < 0.001, Cohen’s d = 2.90). These findings illustrate ELSA’s practical utility in supporting autonomous pronunciation improvement among university learners. The application’s accessibility, immediate feedback mechanisms, and self-paced learning structure demonstrate its viability as a supplementary tool in English language instruction. The observed gains highlight the usefulness of mobile-based AI applications in addressing pronunciation development needs within higher education contexts. Future research could explore sustained engagement patterns with ELSA, identify which specific features contribute most to learning outcomes, and examine its applicability across diverse proficiency levels and learning environments.
Resumen (es)
Este estudio explora el potencial de ELSA (English Language Speech Assistant), una aplicación de inteligencia artificial móvil, para apoyar el desarrollo de la pronunciación en inglés entre estudiantes universitarios en aprendizaje autodirigido. Mediante un diseño experimental con pretest y postest, 28 estudiantes universitarios de segundo año utilizaron las funciones de pronunciación de ELSA durante el período de intervención. Los resultados revelaron un aumento en las puntuaciones medias de pronunciación, de 55.54 (DE = 13.077) a 80.18 (DE = 10.583) (t(27) = -15.36, p < 0.001, d de Cohen = 2.90). Estos hallazgos muestran la utilidad práctica de ELSA para apoyar la mejora autónoma de la pronunciación. La accesibilidad de la aplicación, su retroalimentación inmediata y su estructura autodidacta demuestran su viabilidad como herramienta complementaria en la enseñanza del inglés. Las mejoras observadas destacan la utilidad de las aplicaciones móviles basadas en IA para abordar necesidades de pronunciación en educación superior. Investigaciones futuras podrían explorar patrones de uso sostenido, identificar funciones específicas más contributivas y examinar su aplicabilidad en distintos niveles de competencia y entornos educativos.
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Derechos de autor 2026 Hessah Saleh Aldayel, Hikmah Pravitasari
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