Abstract:
Teaching pronunciation is one of the integral aspects of English as a Second Language (ESL) teaching, yet it has become a challenging task in the Sri Lankan ESL context. The integration of technology can be identified as a major source for teaching pronunciation skills to ESL learners. However, with the wave of generative Artificial Intelligence (AI) that began in 2021, learning pronunciation skills makes learning easier and more interesting. The application of English Language Speaking Assistant (ELSA) is considered a pronunciation software based on AI, including automatic speech recognition, to provide feedback about the pronunciation accuracy of the user. Previous studies have identified ELSA Speak as an effective language learning tool that improves English pronunciation skills. This study intends to explore the use of ELSA Speak in a Sri Lankan context by investigating the perceptions and experiences of ESL learners and specific aspects of pronunciation skills that the participants believed were improved through the application for the practice of pronunciation. Following a qualitative research method, the study investigated three ESL learners representing beginner, intermediate, and advanced levels of language proficiency while incorporating semi-structured interviews as the sole instrument of research. The research results showed that the feedback on the user experience of ELSA Speak was valuable regarding the tool's usability, interface design, and instructional materials. The participants from different proficiency levels were enthusiastic about the tool in their ongoing practice and realised its long-term value while highlighting its user-friendliness and intuitive features. The paper underscores the need to incorporate technology-assisted tools such as ELSA Speak into language learning programmes and how necessary it is to provide proper guidance and integration strategies for students to fully profit from such tools.
