Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab

Resumen

Previous research has established that phonetics has been marginalized within language teaching, provingto be particularly challenging for learners in EFL contexts. This paper presents EPSSML(https://www.usc.gal/multimlab/), an e-learning platform designed within Mayer’s (2008, 2009) CognitiveTheory of Multimedia Learning to instruct English phonetics and phonology in an EFL context. Inspiredby prior work (e.g., Clark, 2009; Godwin-Jones, 2009; Hansen Edwards et al., 2021), we examined theefficiency of EPSSML as a Computer Assisted Pronunciation Training (CAPT) resource alongside thestudents’ perceptions of it including gender differences. The scores obtained by 504 Spanish EFL learnersin an English phonetics undergraduate course were analyzed comparing performance before and afterEPSSML-assisted instruction. The analysis of rated results shows that there is a significant differencebetween the means of scores of those learners that used and those that did not use the platform, as well asbetween male and female students. Additionally, 127 students that used EPSSML responded to an onlinequestionnaire on the tool and course methodology. Responses reveal that 91.3% of the learners enjoyedand were very interested in EPSSML and web-mediated phonetic training. The findings demonstrate theimportance of CAPT-based instruction and suggestions are also made for additional resources andapproaches for its implementation, thereby contributing to the educational shift from traditional, teachercentered learning methods to blended instructional methodologies in formal and informal settings.