The Influence of Mobile Apps on English Pronunciation Learning

In recent years, the integration of mobile technology into language learning has reshaped the pedagogical landscape, especially in pronunciation acquisition, an area traditionally regarded as challenging for both learners and instructors. This paper explores the influence of mobile applications on the development of English pronunciation skills among second language (L2) learners. Drawing from a critical synthesis of literature, empirical studies, and a field-based analysis of popular mobile apps such as ELSA Speak, Sounds: The Pronunciation App, and Speechling, the study identifies how technological features ranging from real-time feedback and gamification to speech recognition mediate learning outcomes. The findings suggest that mobile apps offer individualized, accessible, and repetitive practice opportunities, enabling learners to engage with phonetic and prosodic aspects more frequently and autonomously than in traditional classroom settings. However, while mobile apps support certain dimensions of pronunciation (e.g., segmentals and basic intonation), they often fall short in contextual, communicative, and suprasegmental training. The discussion highlights the pedagogical implications of these findings, emphasizing the need to align app-based learning with guided instruction and pronunciation models. Ultimately, the study contributes to the growing body of research on mobile-assisted pronunciation learning (MAPL) and underscores the hybrid role of apps as both complementary and independent tools in contemporary language education.