Computer-assisted pronunciation instruction as an effective means for teaching stress

Abstract

This study seeks to assess the efficacy of computer-based pronunciation instruction for enabling EFL learners in advanced English language classes at the university-level to perceive and produce correct stress patterns. The study focuses on using the communicative approach in learning stress patterns which is based on providing meaningful, interactive, and authentic activities. The findings of the study reveal that computer-assisted pronunciation instruction is effective in improving the EFL learners’ ability to produce and perceive correctly different stress patterns in words, phrases, and sentences, and that students also have a positive attitude toward computer-assisted pronunciation instruction and activities.