دانشگاه تبریز
فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

 آمار

تعداد نشریات45
تعداد شماره‌ها1,429
تعداد مقالات17,584
تعداد مشاهده مقاله57,202,840
تعداد دریافت فایل اصل مقاله19,035,762
Abolhasani, Zahra, Fallah, Raziyeh. (1404). The Effect of ELSA Application as an AI Tool on Iranian EFL Learner's Pronunciation Skills. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.67755.2794
Zahra - Abolhasani; Raziyeh - Fallah. "The Effect of ELSA Application as an AI Tool on Iranian EFL Learner's Pronunciation Skills". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2025.67755.2794
Abolhasani, Zahra, Fallah, Raziyeh. (1404). 'The Effect of ELSA Application as an AI Tool on Iranian EFL Learner's Pronunciation Skills', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.67755.2794
Abolhasani, Zahra, Fallah, Raziyeh. The Effect of ELSA Application as an AI Tool on Iranian EFL Learner's Pronunciation Skills. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2025.67755.2794

The Effect of ELSA Application as an AI Tool on Iranian EFL Learner's Pronunciation Skills

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 20 مرداد 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.67755.2794
نویسندگان
Zahra - Abolhasani1؛ Raziyeh - Fallah* 2
1Science and Art University
2Department of English Language, Science& Arts University, Yard, Iran
چکیده
Among the many applications for enhancing pronunciation skills, the ELSA (English Language Speech Assistant) application is one that shows how to improve students’ pronunciation effectively. Therefore, this study investigated the effect of the ELSA application on learners’ pronunciation skills and their attitudes toward its use. A quasi-experimental design was employed with 50 EFL learners divided into experimental and control groups. First, a placement test was conducted to assign learners to appropriate levels. Then, the pretest was administered to both the experimental and control groups. The experimental group received the treatment and practiced pronunciation with the ELSA application, while the control group practiced pronunciation using traditional pronunciation exercises. At the end of the course, a post-test was administered to both groups. Both groups were evaluated through interactive tasks in the oral performance pretest and posttest. The results indicated a significant difference between two groups after using the application. Additionally, a validated questionnaire administered showed they had positive attitudes toward the application. The findings suggest that ELSA can improve EFL learners’ pronunciation skills. Therefore, it can be beneficial for course designers and teachers to enhance learners’ pronunciation in an engaging environment.
کلیدواژه‌ها
Artificial Intelligence (AI)؛ EFL Learners؛ Speak Application؛ Pronunciation Skills
آمار
تعداد مشاهده مقاله: 279


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب