Speech Timing Adaptation of EFL Learners in Dialogic Reading and Implications for Pronunciation Instruction

This study examined how Korean learners of English adjust their speech rhythm in two settings: dialogue reading with a native speaker and monologue reading. Thirty-five university students read English scripts under both conditions. Speech rhythm was analyzed using the vocalic normalized Pairwise Variability Index (nPVI; Grabe & Low, 2002) and compared based on participants’ pronunciation nativelikeness. The results showed that rhythm in the dialogue condition was more stress-timed than in the monologue condition. Repeated measures two-way ANOVA revealed significant effects of reading condition, whereas the effects of pronunciation nativelikeness and its interaction with reading condition were not statistically significant. These findings partially support the role of interactional context in second language (L2) pronunciation and suggest that engaging learners in dialogue practice with more stress-timed speakers may promote rhythmic adaptation. Implications for technology-enhanced pronunciation instruction and the need to examine L2 pronunciation in AI-based interactional contexts are discussed.