Exploring CAPT Technology With L2 French Learners: Possibilities and Learners’ Perceptions

The need for teachers to give personalized instructions and feedback to learners with various linguistic backgrounds could pose a challenge in the prioritization of pronunciation practice in the classroom. Hence, several studies have explored the potential of using Computer-Assisted Pronunciation Training (CAPT) tools to provide opportunities for pronunciation practice. This paper thus focuses on beginner L2 French learners’ perceptions of using a CAPT tool for pronunciation practice. Ten participants voluntarily participated in an 8-week pronunciation training module using such a system. They completed a questionnaire to assess their perceptions of CAPT technology after the intervention. Our findings depict students’ active engagement in pronunciation practice on the CAPT platform, leading to a better understanding of certain segmental elements of French pronunciation after the intervention.