Effat Sufi, Hamed Babaie Shalmani


The integration of technology into teaching and learning has contributed highly to the process teaching and learning as English language teachers and learners have recognized the place of technology in education and the way it can be effectively used to support various kinds of learning and teaching. The present research intended to find if teaching L2 pronunciation through mobile apps produce a statistically significant effect on the learning of pronunciation ability among Iranian intermediate EFL learners compared to teacher fronted instruction of pronunciation. In so doing, a sample of 30 intermediate EFL learners was selected based on their performance on QPT. The participants were randomly assigned to experimental group and control group of 15. A pretest piloted before with the reliability index of (0.86) was administered. Then, both groups received a 6-session treatment that were the use of the TFlat as a mobile courseware and the use of teacher-fronted instruction of pronunciation of units that included short vowels, long vowels, double vowel sounds, voiced consonants, voiceless consonants in experimental group and control group, respectively. A posttest was then administered to the groups. The results of the study indicated that the use of the TFlat courseware improved greatly the pronunciation ability of the students compared to the ability of the students in the control group in the same period the course of the study. The findings can be used specifically by EFL teachers who are interested in improving their students’ pronunciation ability.


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