Integrating AI-Powered Tools for Pronunciation Improvement: A Study of ESL Learners’ Perceptions and Learning Experiences

Authors

  • Sadia Nazir Lecturer, Department of English Language & Literature, Lahore College for Women University, Punjab, Pakistan
  • Dr Fareeha Javed Associate Professor, Department of English Language & Literature, Govt. Graduate College for Women Gulberg, Lahore Punjab, Pakistan
  • Dr Sana Baig Lecturer, Department of TESOL, Lahore College for Women University, Lahore, Punjab, Pakistan

DOI:

https://doi.org/10.47205/jdss.2025(6-III)64

Keywords:

Artificial Intelligence, Pakistani ESL Learners, AI-Powered Tools, English Pronunciation, Corrective Feedback

Abstract

This qualitative study explored how AI-Powered pronunciation tools affect the fluency development of Pakistani ESL learners, particularly undergraduate students studying English Literature. Through semi-structured interviews with 15 students who actively used AI-Powered tools like Speechling, ChatGPT and Google Assistant etc., the research investigated learners’ perceptions, experiences, and perceived changes in their English fluency due to the use of these tools. The findings revealed that Pakistani ESL learners gained increased confidence, noticed clearer speech production, and appreciated the immediate corrective feedback offered by AI-powered tools. However, limitations such as internet dependency, lack of contextual explanations, and unfamiliar accents in AI models were also highlighted. The study suggests integrating AI-powered tools into English language curricula to enhance autonomous pronunciation practice while maintaining teacher guidance for contextual learning of Pakistani ESL learners.

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Published

2025-09-20

Details

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    PDF Downloads: 19

How to Cite

Nazir, S., Javed, F., & Baig, S. (2025). Integrating AI-Powered Tools for Pronunciation Improvement: A Study of ESL Learners’ Perceptions and Learning Experiences. Journal of Development and Social Sciences, 6(3), 757–765. https://doi.org/10.47205/jdss.2025(6-III)64

Issue

Vol. 6 No. 3 (2025): July to September

Section

Articles

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