Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
This review brings together published studies on the use of mobile tools for learning English pronunciation in Bangladesh and compares them with global evidence. The findings show that mobile devices can increase practice opportunities and build learner confidence, but access is often limited by shared devices, high data costs, and weak connectivity. Most studies highlight listening and repeating with model voices, but progress is often small when feedback is not clear or actionable. The review is organized around the following main themes: access and motivation, feedback and assessment, task design, teacher mediation, and equity. It argues that effective use of mobile tools requires short practice routines linked to classroom teaching, feedback that learners and teachers can understand, and a balance between important sounds and basic features of rhythm and stress. Materials that use little data or work offline are especially valuable. Overall, mobile-assisted pronunciation instruction can offer fair and practical benefits when designed for local conditions.

Keywords: Mobile-assisted language learning (MALL), Mobile-assisted pronunciation instruction (MAPI), Bangladesh, Automated speech recognition (ASR), Corrective feedback, Teacher mediation

Download full paper