IMPACTO DE LA IMPLEMENTACIÓN DE SPEECH
ACE MEDIANTE EL ENFOQUE CALL COMO
HERRAMIENTA PARA MEJORAR LA
PRONUNCIACIÓN DE LAS VOCALES COMO PARTE
DE LA HABILIDAD ORAL EN ESTUDIANTES DE
QUINTO GRADO QUE APRENDEN INGLÉS COMO
SEGUNDO IDIOMA EN LA ESCUELA JOSÉ
JOAQUÍN MORA DURANTE EL PRIMER SEMESTRE
DEL 2025
THE IMPACT OF IMPLEMENTING SPEECH ACE THROUGH
THE CALL APPROACH AS A TOOL FOR IMPROVING THE
PRONUNCIATION OF VOWELS AS PART OF THE SPEAKING
SKILL IN FIFTH-GRADE STUDENTS LEARNING ENGLISH AS
A SECOND LANGUAGE AT JOSÉ JOAQUÍN MORA DURING
THE FIRST SEMESTER OF 2025
Gabriela Margolin Palacios
Universidad Hispanoamericana - Costa Rica
Jeffrey Jesus Montero Nuñez
Universidad Hispanoamericana - Costa Rica
pág. 1787
DOI: https://doi.org/10.37811/cl_rcm.v9i3.17786
Impacto de la implementación de Speech Ace mediante el enfoque CALL
como herramienta para mejorar la pronunciación de las vocales como parte
de la habilidad oral en estudiantes de quinto grado que aprenden inglés como
segundo idioma en la escuela José Joaquín Mora durante el primer semestre
del 2025
Gabriela Margolin Palacios1
gabriela.margolin@uhispano.ac.cr
https://orcid.org/0009-0009-3299-7478
Universidad Hispanoamericana
Costa Rica
Jeffrey Jesus Montero Nuñez
jeffrey.montero@uh.ac.crgmail.com
https://orcid.org/0009-0002-0368-1748
Universidad Hispanoamericana
Costa Rica
RESUMEN
Este estudio investiga cómo la integración de la plataforma Speech Ace y el enfoque de Aprendizaje de
Idiomas Asistido por Computadora (CALL) puede mejorar la pronunciación de las vocales en inglés y
las habilidades de comunicación oral de estudiantes de quinto grado de la Escuela José Joaquín Mora
Porras, quienes han enfrentado desafíos de aprendizaje tras las interrupciones provocadas por la
pandemia de COVID-19. Mediante la implementación de herramientas digitales, se busca incrementar
la participación y la confianza de los estudiantes al hablar inglés como segunda lengua, apoyando su
progreso en la pronunciación y fluidez mediante una práctica oral más frecuente y el desarrollo de
habilidades comunicativas efectivas. En línea con los objetivos bilingües del Ministerio de Educación
Pública de Costa Rica, la investigación resalta el valor de los recursos tecnológicos para fomentar un
entorno de aprendizaje dinámico y centrado en el estudiante. Los resultados indican una mejora notable
en la pronunciación de vocales y un aumento en la confianza de los estudiantes al interactuar en inglés,
contribuyendo a la formación de hablantes seguros y competentes en un contexto globalizado.
Palabras clave: speech ace, competencia oral, tecnología, aprendizaje segunda lengua, call
1 Autor principal
Correspondencia: gabriela.margolin@uhispano.ac.cr
DOI: https://doi.org/10.37811/cl_rcm.v9i3.17786
Impacto de la implementación de Speech Ace mediante el enfoque CALL
como herramienta para mejorar la pronunciación de las vocales como parte
de la habilidad oral en estudiantes de quinto grado que aprenden inglés como
segundo idioma en la escuela José Joaquín Mora durante el primer semestre
del 2025
Gabriela Margolin Palacios1
gabriela.margolin@uhispano.ac.cr
https://orcid.org/0009-0009-3299-7478
Universidad Hispanoamericana
Costa Rica
Jeffrey Jesus Montero Nuñez
jeffrey.montero@uh.ac.crgmail.com
https://orcid.org/0009-0002-0368-1748
Universidad Hispanoamericana
Costa Rica
RESUMEN
Este estudio investiga cómo la integración de la plataforma Speech Ace y el enfoque de Aprendizaje de
Idiomas Asistido por Computadora (CALL) puede mejorar la pronunciación de las vocales en inglés y
las habilidades de comunicación oral de estudiantes de quinto grado de la Escuela José Joaquín Mora
Porras, quienes han enfrentado desafíos de aprendizaje tras las interrupciones provocadas por la
pandemia de COVID-19. Mediante la implementación de herramientas digitales, se busca incrementar
la participación y la confianza de los estudiantes al hablar inglés como segunda lengua, apoyando su
progreso en la pronunciación y fluidez mediante una práctica oral más frecuente y el desarrollo de
habilidades comunicativas efectivas. En línea con los objetivos bilingües del Ministerio de Educación
Pública de Costa Rica, la investigación resalta el valor de los recursos tecnológicos para fomentar un
entorno de aprendizaje dinámico y centrado en el estudiante. Los resultados indican una mejora notable
en la pronunciación de vocales y un aumento en la confianza de los estudiantes al interactuar en inglés,
contribuyendo a la formación de hablantes seguros y competentes en un contexto globalizado.
Palabras clave: speech ace, competencia oral, tecnología, aprendizaje segunda lengua, call
1 Autor principal
Correspondencia: gabriela.margolin@uhispano.ac.cr
pág. 1788
The impact of implementing Speech Ace through the CALL approach as a
tool for improving the pronunciation of vowels as part of the speaking skill
in fifth-grade students learning English as a second language at José Joaquín
Mora during the first semester of 2025
ABSTRACT
This study investigates how the integration of the Speech Ace platform and the Computer-Assisted
Language Learning (CALL) approach can improve the pronunciation of vowels in English and the oral
communication skills of fifth-grade students at José Joaquín Mora Porras School, who have faced
learning challenges due to interruptions caused by the COVID-19 pandemic. Through the
implementation of digital tools, the study aims to increase student participation and confidence when
speaking English as a second language, supporting their progress in pronunciation and fluency through
more frequent oral practice and the development of effective communication skills. In line with the
bilingual objectives of the Costa Rican Ministry of Public Education, the research emphasizes the value
of technological resources in promoting a dynamic, student-centered learning environment. The results
indicate a notable improvement in vowel pronunciation and an increase in students' confidence when
interacting in English, contributing to the formation of confident and competent speakers in a globalized
context.
Keywords: speech ace, oral proficiency, technology, second language learning, call
Artículo recibido 10 de abril 2025
Aceptado para publicación: 16 de mayo 2025
The impact of implementing Speech Ace through the CALL approach as a
tool for improving the pronunciation of vowels as part of the speaking skill
in fifth-grade students learning English as a second language at José Joaquín
Mora during the first semester of 2025
ABSTRACT
This study investigates how the integration of the Speech Ace platform and the Computer-Assisted
Language Learning (CALL) approach can improve the pronunciation of vowels in English and the oral
communication skills of fifth-grade students at José Joaquín Mora Porras School, who have faced
learning challenges due to interruptions caused by the COVID-19 pandemic. Through the
implementation of digital tools, the study aims to increase student participation and confidence when
speaking English as a second language, supporting their progress in pronunciation and fluency through
more frequent oral practice and the development of effective communication skills. In line with the
bilingual objectives of the Costa Rican Ministry of Public Education, the research emphasizes the value
of technological resources in promoting a dynamic, student-centered learning environment. The results
indicate a notable improvement in vowel pronunciation and an increase in students' confidence when
interacting in English, contributing to the formation of confident and competent speakers in a globalized
context.
Keywords: speech ace, oral proficiency, technology, second language learning, call
Artículo recibido 10 de abril 2025
Aceptado para publicación: 16 de mayo 2025
pág. 1789
INTRODUCTION
The development of oral production in foreign language learning, particularly in English, has become
consolidated as an essential skill in the processes of language acquisition. Mastery of speech not only
involves the ability to produce sounds but also extends to fluency, accuracy, and the ability to convey
coherent meanings within a communicative context. As Nguyen (2023) points out, “By adopting the
principles of Communicative Language Teaching (CLT), educators can create an environment that
fosters authentic and meaningful communication, allowing students to actively engage in oral
interactions, express their ideas, and develop fluency and accuracy in their language use” (p. 16). This
highlights the need for educational strategies that promote both fluency and accuracy in oral interactions,
preparing students to participate effectively in communicative settings.
The importance of speech in the language acquisition process is widely recognized, as it constitutes the
foundation for personal interaction and social communication. Nunan (2003, as cited in Nguyen, 2023)
describes speech as “the productive aural/oral skill. It consists of producing systematic verbal utterances
to convey meaning” (p. 48), which emphasizes the crucial role of speaking for effective communication,
requiring coherent and meaningful discourse to express ideas and participate in interactions.
Furthermore, proficiency in oral production facilitates the development of other language skills, such as
writing, listening, and reading comprehension, making oral competence a cornerstone for
comprehensive language acquisition.
In the educational context of Costa Rica, particularly in rural areas, education has historically faced
challenges related to a lack of resources, inadequate infrastructure, and insufficient teacher training.
These issues have limited the development of educational systems that respond to the specific needs of
local communities. Bonilla (2008) suggests that, for significant progress to be made, development must
be rooted in local contexts, ensuring that schools provide relevant education aimed at improving
economic and social conditions. In this regard, José Joaquín Mora Porras School works to address the
specific needs of its students, promoting an education that enhances their well-being and future
opportunities. However, the COVID-19 pandemic revealed a significant digital divide, especially in
rural areas, where students struggled to access the necessary tools to develop key skills such as English
pronunciation (Cambronero, 2022).
INTRODUCTION
The development of oral production in foreign language learning, particularly in English, has become
consolidated as an essential skill in the processes of language acquisition. Mastery of speech not only
involves the ability to produce sounds but also extends to fluency, accuracy, and the ability to convey
coherent meanings within a communicative context. As Nguyen (2023) points out, “By adopting the
principles of Communicative Language Teaching (CLT), educators can create an environment that
fosters authentic and meaningful communication, allowing students to actively engage in oral
interactions, express their ideas, and develop fluency and accuracy in their language use” (p. 16). This
highlights the need for educational strategies that promote both fluency and accuracy in oral interactions,
preparing students to participate effectively in communicative settings.
The importance of speech in the language acquisition process is widely recognized, as it constitutes the
foundation for personal interaction and social communication. Nunan (2003, as cited in Nguyen, 2023)
describes speech as “the productive aural/oral skill. It consists of producing systematic verbal utterances
to convey meaning” (p. 48), which emphasizes the crucial role of speaking for effective communication,
requiring coherent and meaningful discourse to express ideas and participate in interactions.
Furthermore, proficiency in oral production facilitates the development of other language skills, such as
writing, listening, and reading comprehension, making oral competence a cornerstone for
comprehensive language acquisition.
In the educational context of Costa Rica, particularly in rural areas, education has historically faced
challenges related to a lack of resources, inadequate infrastructure, and insufficient teacher training.
These issues have limited the development of educational systems that respond to the specific needs of
local communities. Bonilla (2008) suggests that, for significant progress to be made, development must
be rooted in local contexts, ensuring that schools provide relevant education aimed at improving
economic and social conditions. In this regard, José Joaquín Mora Porras School works to address the
specific needs of its students, promoting an education that enhances their well-being and future
opportunities. However, the COVID-19 pandemic revealed a significant digital divide, especially in
rural areas, where students struggled to access the necessary tools to develop key skills such as English
pronunciation (Cambronero, 2022).
pág. 1790
In response to these challenges, Computer-Assisted Language Learning (CALL) platforms have
emerged as a possible solution. These platforms allow students to practice at their own pace and receive
real-time feedback, which is essential for the autonomous learning of oral skills such as pronunciation
(Gómez, 2014). Although CALL platforms show great potential, their implementation in rural schools
remains limited, and research on their effectiveness in primary education contexts is scarce (Cordero,
2021). This situation underscores the urgent need to explore how these technological tools can improve
access to education and the quality of learning in resource-limited communities.
The use of Artificial Intelligence (AI) in education, particularly through platforms like Speech Ace, has
been highlighted as a way to enhance the teaching of oral production. Fitria (2021) emphasizes how
technology has made English learning more accessible and efficient, while Zhai et al. (2021) explain
that AI, by utilizing technologies such as deep learning, can tailor learning to each student's needs,
providing a more personalized and effective educational experience. However, the integration of these
tools must be aligned with sound pedagogical methods to maximize their impact.
This study aims to evaluate the impact of the Speech Ace platform on improving vowel pronunciation
among fifth-grade students at José Joaquín Mora Porras School, located in Puntarenas, Costa Rica.
Through the CALL approach, this research seeks to identify how the integration of technological tools
can optimize the learning of oral production in English as a second language. Specifically, it aims to
analyze the role of Speech Ace in enhancing students’ fluency and accuracy in pronunciation, which
could significantly impact their academic performance in English, especially as they transition into
secondary education, where oral skills are even more demanded.
Previous research in this field suggests that the use of technological platforms for pronunciation
teaching, such as Speech Ace, has proven effective in improving key aspects of speech, such as fluency
and accuracy (Alemi, 2020; Zainuddin, 2024). However, research on the use of these tools in rural
contexts and primary education remains limited, highlighting the need for additional studies that can
provide evidence of their effectiveness in resource-constrained environments.
The general objective of this study is to determine the impact of the implementation of Speech Ace
through the CALL approach on improving vowel pronunciation as part of the oral production skill in
English among fifth-grade students at José Joaquín Mora Porras School during the first semester of
In response to these challenges, Computer-Assisted Language Learning (CALL) platforms have
emerged as a possible solution. These platforms allow students to practice at their own pace and receive
real-time feedback, which is essential for the autonomous learning of oral skills such as pronunciation
(Gómez, 2014). Although CALL platforms show great potential, their implementation in rural schools
remains limited, and research on their effectiveness in primary education contexts is scarce (Cordero,
2021). This situation underscores the urgent need to explore how these technological tools can improve
access to education and the quality of learning in resource-limited communities.
The use of Artificial Intelligence (AI) in education, particularly through platforms like Speech Ace, has
been highlighted as a way to enhance the teaching of oral production. Fitria (2021) emphasizes how
technology has made English learning more accessible and efficient, while Zhai et al. (2021) explain
that AI, by utilizing technologies such as deep learning, can tailor learning to each student's needs,
providing a more personalized and effective educational experience. However, the integration of these
tools must be aligned with sound pedagogical methods to maximize their impact.
This study aims to evaluate the impact of the Speech Ace platform on improving vowel pronunciation
among fifth-grade students at José Joaquín Mora Porras School, located in Puntarenas, Costa Rica.
Through the CALL approach, this research seeks to identify how the integration of technological tools
can optimize the learning of oral production in English as a second language. Specifically, it aims to
analyze the role of Speech Ace in enhancing students’ fluency and accuracy in pronunciation, which
could significantly impact their academic performance in English, especially as they transition into
secondary education, where oral skills are even more demanded.
Previous research in this field suggests that the use of technological platforms for pronunciation
teaching, such as Speech Ace, has proven effective in improving key aspects of speech, such as fluency
and accuracy (Alemi, 2020; Zainuddin, 2024). However, research on the use of these tools in rural
contexts and primary education remains limited, highlighting the need for additional studies that can
provide evidence of their effectiveness in resource-constrained environments.
The general objective of this study is to determine the impact of the implementation of Speech Ace
through the CALL approach on improving vowel pronunciation as part of the oral production skill in
English among fifth-grade students at José Joaquín Mora Porras School during the first semester of
pág. 1791
2025. The specific objectives include analyzing the role of the CALL approach in the process of
improving oral production skills, describing the features of the Speech Ace application and its
functionality as a technological tool for enhancing oral production, and evaluating the impact of
implementing Speech Ace on vowel pronunciation in terms of fluency and accuracy.
In summary, this study is framed within the growing need to innovate in English teaching methodologies
in rural contexts and primary education. By integrating platforms like Speech Ace, this research seeks
to provide effective tools to improve students' oral competence, preparing them for future academic
challenges and promoting more inclusive and accessible teaching practices.
METHODOLOGY
The present research follows a qualitative approach, as it seeks to understand the perceptions,
experiences, and difficulties of students and teachers in using the Speech Ace tool during the English
language acquisition process. Although the study is primarily qualitative, it also includes quantitative
elements, such as data obtained through surveys, to support the understanding of the tool’s effects on
students’ oral production.
The type of research is exploratory, descriptive, and explanatory. First, it seeks to explore the potential
effects of Computer-Assisted Language Learning (CALL) tools on the development of students’ oral
production. The study is descriptive because it provides detailed information regarding the evaluation
of students’ pronunciation before and after using Speech Ace. Finally, it adopts an explanatory approach,
as it aims to verify how CALL-based teaching methods influence improvements in pronunciation.
The design used is cross-sectional, as data are collected at a single point in time. This approach allows
for the analysis of the immediate effects of implementing CALL tools on students’ oral production,
without the need for longitudinal follow-up.
The study population consists of fifth-grade students from José Joaquín Mora Porras School in Costa
Rica, who participate in CALL-based learning activities. Additionally, English teachers from eight
educational institutions in the region are included, as they will complete surveys to assess their
knowledge of CALL tools and the strategies used to enhance oral production. The sample will consist
of all students from two fifth-grade groups (approximately 36 students) at José Joaquín Mora Porras
School. Furthermore, English teachers from the eight participating schools will also be included. A non-
2025. The specific objectives include analyzing the role of the CALL approach in the process of
improving oral production skills, describing the features of the Speech Ace application and its
functionality as a technological tool for enhancing oral production, and evaluating the impact of
implementing Speech Ace on vowel pronunciation in terms of fluency and accuracy.
In summary, this study is framed within the growing need to innovate in English teaching methodologies
in rural contexts and primary education. By integrating platforms like Speech Ace, this research seeks
to provide effective tools to improve students' oral competence, preparing them for future academic
challenges and promoting more inclusive and accessible teaching practices.
METHODOLOGY
The present research follows a qualitative approach, as it seeks to understand the perceptions,
experiences, and difficulties of students and teachers in using the Speech Ace tool during the English
language acquisition process. Although the study is primarily qualitative, it also includes quantitative
elements, such as data obtained through surveys, to support the understanding of the tool’s effects on
students’ oral production.
The type of research is exploratory, descriptive, and explanatory. First, it seeks to explore the potential
effects of Computer-Assisted Language Learning (CALL) tools on the development of students’ oral
production. The study is descriptive because it provides detailed information regarding the evaluation
of students’ pronunciation before and after using Speech Ace. Finally, it adopts an explanatory approach,
as it aims to verify how CALL-based teaching methods influence improvements in pronunciation.
The design used is cross-sectional, as data are collected at a single point in time. This approach allows
for the analysis of the immediate effects of implementing CALL tools on students’ oral production,
without the need for longitudinal follow-up.
The study population consists of fifth-grade students from José Joaquín Mora Porras School in Costa
Rica, who participate in CALL-based learning activities. Additionally, English teachers from eight
educational institutions in the region are included, as they will complete surveys to assess their
knowledge of CALL tools and the strategies used to enhance oral production. The sample will consist
of all students from two fifth-grade groups (approximately 36 students) at José Joaquín Mora Porras
School. Furthermore, English teachers from the eight participating schools will also be included. A non-
pág. 1792
probabilistic, intentional or convenience sampling method will be used, as the study focuses on a specific
group of students and teachers with experience in the use of CALL tools or within a context where their
implementation is relevant.
Various data collection techniques will be employed, including:
1. Surveys: Surveys will be administered to both teachers and students to gather information on the
implementation of CALL tools and their impact on pronunciation.
2. Observation: Classroom observations will be conducted to evaluate how students interact with
CALL tools and their progress in pronunciation.
3. Interviews: Interviews will be conducted with selected students to learn about their academic
experiences and opinions regarding the use of Speech Ace. These interviews will allow for a
deeper understanding of how CALL tools can enhance students’ oral production.
The instruments used for data collection include interview guides, checklists for evaluating students’
pronunciation, and observation logs to record students’ interactions with the CALL tools.
Regarding ethical considerations, all participants will be required to provide informed consent to
participate in the study, ensuring that their participation is entirely voluntary. Additionally, the
confidentiality of participants’ personal data will be maintained, and the data will be used solely for
academic purposes. The inclusion criteria for students are that they must belong to the fifth grade at José
Joaquín Mora Porras School and be willing to participate in CALL-based learning activities. For
teachers, the inclusion criterion is that they must be teaching English at one of the participating schools
and have experience using CALL tools. The exclusion criteria will include students or teachers who are
unwilling to participate in the study, and students with severe cognitive difficulties that prevent
participation in CALL-based learning activities.
The present research follows a qualitative approach, as it seeks to understand the perceptions,
experiences, and difficulties of students and teachers in using the Speech Ace tool during the English
language acquisition process. Although the study is primarily qualitative, it also includes quantitative
elements, such as data obtained through surveys, to support the understanding of the tool’s effects on
students’ oral production.
probabilistic, intentional or convenience sampling method will be used, as the study focuses on a specific
group of students and teachers with experience in the use of CALL tools or within a context where their
implementation is relevant.
Various data collection techniques will be employed, including:
1. Surveys: Surveys will be administered to both teachers and students to gather information on the
implementation of CALL tools and their impact on pronunciation.
2. Observation: Classroom observations will be conducted to evaluate how students interact with
CALL tools and their progress in pronunciation.
3. Interviews: Interviews will be conducted with selected students to learn about their academic
experiences and opinions regarding the use of Speech Ace. These interviews will allow for a
deeper understanding of how CALL tools can enhance students’ oral production.
The instruments used for data collection include interview guides, checklists for evaluating students’
pronunciation, and observation logs to record students’ interactions with the CALL tools.
Regarding ethical considerations, all participants will be required to provide informed consent to
participate in the study, ensuring that their participation is entirely voluntary. Additionally, the
confidentiality of participants’ personal data will be maintained, and the data will be used solely for
academic purposes. The inclusion criteria for students are that they must belong to the fifth grade at José
Joaquín Mora Porras School and be willing to participate in CALL-based learning activities. For
teachers, the inclusion criterion is that they must be teaching English at one of the participating schools
and have experience using CALL tools. The exclusion criteria will include students or teachers who are
unwilling to participate in the study, and students with severe cognitive difficulties that prevent
participation in CALL-based learning activities.
The present research follows a qualitative approach, as it seeks to understand the perceptions,
experiences, and difficulties of students and teachers in using the Speech Ace tool during the English
language acquisition process. Although the study is primarily qualitative, it also includes quantitative
elements, such as data obtained through surveys, to support the understanding of the tool’s effects on
students’ oral production.
pág. 1793
RESULTS AND DISCUSSION
This section presents the most significant findings of this study, detailing how the results support the
conclusions reached. The data presented are objective, clear, and demonstrate that the outcomes are the
logical consequence of the methodology employed.
The key findings include the following areas:
1. Improvement in vowel pronunciation: A significant improvement was observed in vowel
pronunciation errors, particularly in the distinction between long and short vowels. Common
errors related to vowel length and differentiation were substantially reduced.
2. Fluency: As students gained more confidence using the platform, an improvement in speaking
fluency was recorded, with a reduction in unnecessary pauses during speech.
3. Self-correction: Students showed an increase in their ability to autonomously correct their own
pronunciation errors, a key skill for self-directed learning.
4. Real-time feedback: The feedback provided by Speech Ace proved effective in enhancing
students’ phonetic awareness, enabling more accurate learning of English sounds.
The use of Speech Ace, therefore, demonstrates that CALL-based tools can effectively improve
pronunciation and oral fluency among fifth-grade English learners. This aligns with theories supporting
autonomous learning and the use of technology in language teaching.
Analysis and Discussion
This study confirmed that the implementation of Speech Ace in the classroom has a positive impact on
pronunciation, fluency, and self-correction ability. By allowing students to receive instant feedback, it
promoted greater independence in the learning process, which is consistent with previous studies on the
use of technology in language education (Golonka et al., 2014). This finding supports the idea that
technological platforms not only facilitate repetitive practice but also enable students to recognize and
correct their own mistakes without excessive reliance on teacher intervention.
Moreover, the improvements observed in fluency and vowel accuracy align with previous research
suggesting that autonomous learning, facilitated by tools such as Speech Ace, can more effectively
address pronunciation challenges (Hsu, 2017). However, some studies highlight that technology should
not be seen as a complete replacement for traditional teaching methods but rather as a complementary
RESULTS AND DISCUSSION
This section presents the most significant findings of this study, detailing how the results support the
conclusions reached. The data presented are objective, clear, and demonstrate that the outcomes are the
logical consequence of the methodology employed.
The key findings include the following areas:
1. Improvement in vowel pronunciation: A significant improvement was observed in vowel
pronunciation errors, particularly in the distinction between long and short vowels. Common
errors related to vowel length and differentiation were substantially reduced.
2. Fluency: As students gained more confidence using the platform, an improvement in speaking
fluency was recorded, with a reduction in unnecessary pauses during speech.
3. Self-correction: Students showed an increase in their ability to autonomously correct their own
pronunciation errors, a key skill for self-directed learning.
4. Real-time feedback: The feedback provided by Speech Ace proved effective in enhancing
students’ phonetic awareness, enabling more accurate learning of English sounds.
The use of Speech Ace, therefore, demonstrates that CALL-based tools can effectively improve
pronunciation and oral fluency among fifth-grade English learners. This aligns with theories supporting
autonomous learning and the use of technology in language teaching.
Analysis and Discussion
This study confirmed that the implementation of Speech Ace in the classroom has a positive impact on
pronunciation, fluency, and self-correction ability. By allowing students to receive instant feedback, it
promoted greater independence in the learning process, which is consistent with previous studies on the
use of technology in language education (Golonka et al., 2014). This finding supports the idea that
technological platforms not only facilitate repetitive practice but also enable students to recognize and
correct their own mistakes without excessive reliance on teacher intervention.
Moreover, the improvements observed in fluency and vowel accuracy align with previous research
suggesting that autonomous learning, facilitated by tools such as Speech Ace, can more effectively
address pronunciation challenges (Hsu, 2017). However, some studies highlight that technology should
not be seen as a complete replacement for traditional teaching methods but rather as a complementary
pág. 1794
tool to reinforce learning (Tortorella, 2021).
It is important to note that, although the use of Speech Ace improved pronunciation and fluency, some
students continued to experience difficulties with certain vowel sounds. This suggests that refining
pronunciation should remain a combined effort between autonomous practice and direct instruction.
Generalization and Relevance
This study contributes to the ongoing discussion on the use of CALL tools in English language teaching
by providing empirical evidence of their effectiveness in improving vowel pronunciation and fluency.
In terms of scientific novelty, it is important to emphasize that this study specifically focuses on a group
of fifth-grade students, an educational level that has been less explored in similar research.
The relevance of this study lies in its practical applicability. CALL-based tools such as Speech Ace can
offer an effective solution for improving pronunciation and fluency among primary school students,
especially in contexts where teaching resources are limited. Furthermore, the implementation of these
tools can facilitate a more interactive and personalized learning environment, which is particularly
valuable in foreign language education.
Conclusion and Theoretical Prospects
The main contribution of this study is the demonstration of how the integration of CALL tools can
significantly enhance oral production skills in language learners. This research opens the door for future
investigations into the impact of other technologies on different aspects of English learning, such as
listening comprehension or vocabulary acquisition. Additionally, the study highlights the importance of
integrating technological approaches with traditional teaching methods to maximize benefits in language
learning. Future research could focus on evaluating the effectiveness of other platforms and comparing
results across different educational levels.
In summary, incorporating technologies such as Speech Ace into English language teaching is a
promising practice that can significantly contribute to the development of students' linguistic skills,
provided it is properly combined with traditional pedagogical methods.
tool to reinforce learning (Tortorella, 2021).
It is important to note that, although the use of Speech Ace improved pronunciation and fluency, some
students continued to experience difficulties with certain vowel sounds. This suggests that refining
pronunciation should remain a combined effort between autonomous practice and direct instruction.
Generalization and Relevance
This study contributes to the ongoing discussion on the use of CALL tools in English language teaching
by providing empirical evidence of their effectiveness in improving vowel pronunciation and fluency.
In terms of scientific novelty, it is important to emphasize that this study specifically focuses on a group
of fifth-grade students, an educational level that has been less explored in similar research.
The relevance of this study lies in its practical applicability. CALL-based tools such as Speech Ace can
offer an effective solution for improving pronunciation and fluency among primary school students,
especially in contexts where teaching resources are limited. Furthermore, the implementation of these
tools can facilitate a more interactive and personalized learning environment, which is particularly
valuable in foreign language education.
Conclusion and Theoretical Prospects
The main contribution of this study is the demonstration of how the integration of CALL tools can
significantly enhance oral production skills in language learners. This research opens the door for future
investigations into the impact of other technologies on different aspects of English learning, such as
listening comprehension or vocabulary acquisition. Additionally, the study highlights the importance of
integrating technological approaches with traditional teaching methods to maximize benefits in language
learning. Future research could focus on evaluating the effectiveness of other platforms and comparing
results across different educational levels.
In summary, incorporating technologies such as Speech Ace into English language teaching is a
promising practice that can significantly contribute to the development of students' linguistic skills,
provided it is properly combined with traditional pedagogical methods.
pág. 1795
Illustrations, tables, figures
Instruments
Surveys applied to teachers
Question 1
The results show that the surveyed teachers have a familiarity with the Computer-Assisted Language
Learning (CALL) approach at a balance level. Half of the respondents (50%) of the sample (N=10)
stated that they were familiar with CALL, which means they know at least the basics of how technology
can be used to augment language instruction and improve possible educational outcomes.
Finally, the remaining 50% of the teachers reported that they were not familiar with CALL, and this
points to the gap in awareness or training concerning it being implemented. Although this, 87.5% of
teachers accepted having used technological tools in their classrooms, indicating a wider willingness to
use these in their teaching practice. It comes to suggest that although not all CALL is known by name,
many educators are already using technology as part of their methodology, perhaps without realizing
this to be part of the CALL remit.
Question 2
Illustrations, tables, figures
Instruments
Surveys applied to teachers
Question 1
The results show that the surveyed teachers have a familiarity with the Computer-Assisted Language
Learning (CALL) approach at a balance level. Half of the respondents (50%) of the sample (N=10)
stated that they were familiar with CALL, which means they know at least the basics of how technology
can be used to augment language instruction and improve possible educational outcomes.
Finally, the remaining 50% of the teachers reported that they were not familiar with CALL, and this
points to the gap in awareness or training concerning it being implemented. Although this, 87.5% of
teachers accepted having used technological tools in their classrooms, indicating a wider willingness to
use these in their teaching practice. It comes to suggest that although not all CALL is known by name,
many educators are already using technology as part of their methodology, perhaps without realizing
this to be part of the CALL remit.
Question 2
pág. 1796
The findings show that although a significant 87.5% already have used technological tools such as apps
or software in their CL classroom, the majority of the respondents have not used other digital resources
to implement ICT in their CL classroom as they do not see them as applicable to their task. This means
that most tutors understand the potential of technology to increase student engagement, interactive
learning, and skill development. Nevertheless, 12.5 percent of the teachers surveyed stated that they
have never used technological tools in their classroom, possibly as a result of lack of equipment, no or
little training, or personal teaching preferences. These findings urge to bolster and foster all teachers to
employ digital tools in a style that maximizes their learning potential for their students.
Question 3
When asked what digital tools they’ve used to make the oral production skills of the students better half
of them (50%) replied about using Kahoot, an interactive game based learning platform, where students
practice their language skills in an engaging way. Furthermore, 12.5% of teachers declared that they
have attended to Google Classroom, a learning management system that can help to develop various
instructional activities including oral creation exercises. Yet, while Duolingo and Elsa were certainly
well known and very popular first language learning applications, very few (if any) of the surveyed
educators reported that they were using these resources in their teaching practices. In addition, one in
every 4 teachers has mentioned that he uses other digital tools, indicating that some teachers try to get
different technological resources but however, widespread using specific applications dedicated to the
development of speaking skills for students is still missing Speech Ace and use and awareness of speech.
In this case, regarding the Speech Ace application which aims to aid the students in improving their
The findings show that although a significant 87.5% already have used technological tools such as apps
or software in their CL classroom, the majority of the respondents have not used other digital resources
to implement ICT in their CL classroom as they do not see them as applicable to their task. This means
that most tutors understand the potential of technology to increase student engagement, interactive
learning, and skill development. Nevertheless, 12.5 percent of the teachers surveyed stated that they
have never used technological tools in their classroom, possibly as a result of lack of equipment, no or
little training, or personal teaching preferences. These findings urge to bolster and foster all teachers to
employ digital tools in a style that maximizes their learning potential for their students.
Question 3
When asked what digital tools they’ve used to make the oral production skills of the students better half
of them (50%) replied about using Kahoot, an interactive game based learning platform, where students
practice their language skills in an engaging way. Furthermore, 12.5% of teachers declared that they
have attended to Google Classroom, a learning management system that can help to develop various
instructional activities including oral creation exercises. Yet, while Duolingo and Elsa were certainly
well known and very popular first language learning applications, very few (if any) of the surveyed
educators reported that they were using these resources in their teaching practices. In addition, one in
every 4 teachers has mentioned that he uses other digital tools, indicating that some teachers try to get
different technological resources but however, widespread using specific applications dedicated to the
development of speaking skills for students is still missing Speech Ace and use and awareness of speech.
In this case, regarding the Speech Ace application which aims to aid the students in improving their
pág. 1797
pronunciation and oral abilities, 62.5% of the surveyed teachers indicated that they have not heard of
this tool, indicating that the application is not yet well known in the field of education. On the other
hand, these same 37.5 % teachers have had the opportunity to use Speech Ace in their teaching practice.
This finding suggests the need for wider distribution and training on Speech Ace because, while there
is potential to benefit oral production for the majority of educators in the region, this potential remains
largely untapped. It could expand awareness and provide guidance to teachers about its application,
which will serve to expand its application among teachers in their classroom.
Question 4
With regard to the Speech Ace application that is developed to assist students in improving their
pronunciation and oral skills, 62.5% of the surveyed teachers claim
to have no knowledge about this tool — thus implying that this tool is still far from being introduced in
the educational sector. While 37.5% of teachers have also testified to having employed Speech Ace in
their teaching practice, this means that the teaching practice has already incorporated Speech Ace in a
small portion of educators. This finding makes it clear that Speech Ace still has much to disseminate
and very little to train with, its potential benefits for oral production remain largely untapped by the
majority of educators in the region. It may be expanded awareness, to get more teachers to put it in their
classroom.
pronunciation and oral abilities, 62.5% of the surveyed teachers indicated that they have not heard of
this tool, indicating that the application is not yet well known in the field of education. On the other
hand, these same 37.5 % teachers have had the opportunity to use Speech Ace in their teaching practice.
This finding suggests the need for wider distribution and training on Speech Ace because, while there
is potential to benefit oral production for the majority of educators in the region, this potential remains
largely untapped. It could expand awareness and provide guidance to teachers about its application,
which will serve to expand its application among teachers in their classroom.
Question 4
With regard to the Speech Ace application that is developed to assist students in improving their
pronunciation and oral skills, 62.5% of the surveyed teachers claim
to have no knowledge about this tool — thus implying that this tool is still far from being introduced in
the educational sector. While 37.5% of teachers have also testified to having employed Speech Ace in
their teaching practice, this means that the teaching practice has already incorporated Speech Ace in a
small portion of educators. This finding makes it clear that Speech Ace still has much to disseminate
and very little to train with, its potential benefits for oral production remain largely untapped by the
majority of educators in the region. It may be expanded awareness, to get more teachers to put it in their
classroom.
pág. 1798
Question 5
Among the teachers surveyed, most acknowledges that CALL can bring in the advantages of developing
students' oral production skills. Almost half (62.5%) stated that use of technology and the CALL
environment generally improves learner’s motivation and interest for learning English, because such a
technology- based subject often creates an interesting and interactive learning experience. Furthermore,
25% of the teachers stated that CALL provides more autonomous and personalized practice, which is
the reason why digital tools offer to students work in their own pace and on their own problems.
Moreover, 12.5% of the respondents stated that CALL immediately gives an opportunity to hear your
pronunciation and to correct your mistakes as they occur in real time. Remarkably, none of the teachers
supported that CALL is devoid of benefit, which could be taken as a key that technology can play a
necessary role in the delivery of English Language Instructional content, when the best utilization of it
is achieved.
Question 6
Question 5
Among the teachers surveyed, most acknowledges that CALL can bring in the advantages of developing
students' oral production skills. Almost half (62.5%) stated that use of technology and the CALL
environment generally improves learner’s motivation and interest for learning English, because such a
technology- based subject often creates an interesting and interactive learning experience. Furthermore,
25% of the teachers stated that CALL provides more autonomous and personalized practice, which is
the reason why digital tools offer to students work in their own pace and on their own problems.
Moreover, 12.5% of the respondents stated that CALL immediately gives an opportunity to hear your
pronunciation and to correct your mistakes as they occur in real time. Remarkably, none of the teachers
supported that CALL is devoid of benefit, which could be taken as a key that technology can play a
necessary role in the delivery of English Language Instructional content, when the best utilization of it
is achieved.
Question 6
pág. 1799
It is suggested that CALL tools are not fully integrated into the English teaching practices because
educators are not consistent in their use of CALL tools. Overall, teachers reported being actively
involved in CALL tasks (62.5%), indicating that they do not address CALL techniques actively in their
teaching. Lastly, 25 % of respondents reported to be using 25 % of digital learning work to support the
learning of language, which implies that there is a smaller part of the teachers that seem to engage more
actively with Digital Resources for language classes. However, 12.5% of teachers admitted they never
use CALL tools, suggesting that there are some teachers who do not have access to CALL tools or who
prefer traditional methods of teaching. These results indicate that CALL tools ought to be promoted
more widely and more consistently for English language teachers to maximize their change in students’
learning and development.
1. Surveys applied to students
Question 1
It is mostly assumed that Speech Ace has benefited most students’ pronunciation 42.9% of the
respondents say that the app has improved their pronunciation very well and 54.3% say that it has
improved moderately. Only two students (2.8%) stated that Speech Ace has not helped at all, and none
of the students check “No, not really.” This implies that the application offers a proper means by which
pronunciation skills can be improved.
It is suggested that CALL tools are not fully integrated into the English teaching practices because
educators are not consistent in their use of CALL tools. Overall, teachers reported being actively
involved in CALL tasks (62.5%), indicating that they do not address CALL techniques actively in their
teaching. Lastly, 25 % of respondents reported to be using 25 % of digital learning work to support the
learning of language, which implies that there is a smaller part of the teachers that seem to engage more
actively with Digital Resources for language classes. However, 12.5% of teachers admitted they never
use CALL tools, suggesting that there are some teachers who do not have access to CALL tools or who
prefer traditional methods of teaching. These results indicate that CALL tools ought to be promoted
more widely and more consistently for English language teachers to maximize their change in students’
learning and development.
1. Surveys applied to students
Question 1
It is mostly assumed that Speech Ace has benefited most students’ pronunciation 42.9% of the
respondents say that the app has improved their pronunciation very well and 54.3% say that it has
improved moderately. Only two students (2.8%) stated that Speech Ace has not helped at all, and none
of the students check “No, not really.” This implies that the application offers a proper means by which
pronunciation skills can be improved.
pág. 1800
Question 2
Nearly all students (91.4%) (32 out of 35) of the students who tried the app commented that the app was
helpful to help them talk more fluently in English. Two students were unsure and none reported they
obtained no improvement. The results of these findings indicate the possibility of Speech Ace as an
instrument in fostering fluency skills among young learners.
Question 3
Most students found Speech Ace easy to use and 62.9 percent of students said the app was “very easy”
to use, 31.4 percent found it “easy.” Only 2 students (5.7% of population) experienced difficulties, none
of which found them extremely difficult. Overall, this suggests that Speech Ace is generally accessible
to students and imposes few usability issues on most of them.
Question 2
Nearly all students (91.4%) (32 out of 35) of the students who tried the app commented that the app was
helpful to help them talk more fluently in English. Two students were unsure and none reported they
obtained no improvement. The results of these findings indicate the possibility of Speech Ace as an
instrument in fostering fluency skills among young learners.
Question 3
Most students found Speech Ace easy to use and 62.9 percent of students said the app was “very easy”
to use, 31.4 percent found it “easy.” Only 2 students (5.7% of population) experienced difficulties, none
of which found them extremely difficult. Overall, this suggests that Speech Ace is generally accessible
to students and imposes few usability issues on most of them.
pág. 1801
Question 4
Feedback provided by students for Speech Ace’s feedback is generally being perceived as helpful, and
consistent, as it is 'always' feedback about useful pronunciation from 77.1 of respondents and sometimes
feedback from 22.9 of respondents. It is worth noting that no students answered that the feedback was
never or rarely helpful. In other words, the use of speech ace for constructive pronunciation guidance is
effective.
Question 5
Using Speech Ace, more than 88.6 per cent (31 out of 35) of the students feel more comfortable to
pronounce an English word. Three were unsure and of that only one reported no improvement. This
implies that students’ confidence in spoken English has been positively impacted by Speech Ace.
Question 4
Feedback provided by students for Speech Ace’s feedback is generally being perceived as helpful, and
consistent, as it is 'always' feedback about useful pronunciation from 77.1 of respondents and sometimes
feedback from 22.9 of respondents. It is worth noting that no students answered that the feedback was
never or rarely helpful. In other words, the use of speech ace for constructive pronunciation guidance is
effective.
Question 5
Using Speech Ace, more than 88.6 per cent (31 out of 35) of the students feel more comfortable to
pronounce an English word. Three were unsure and of that only one reported no improvement. This
implies that students’ confidence in spoken English has been positively impacted by Speech Ace.
pág. 1802
Question 6
Most of the respondents found English learning Technology as an interesting ‘techno tool’; with 71.4%
responding they like to learn English with the Technology ‘a little’ and 25.7% ‘very much’. However,
none of the students expressed a complete hatred for the use of technology in the learning process and
only one student responded negatively. This clearly supports the idea that digital tools are well received
by students and should be used as tools to develop language learning.
Question 7
Students are highly active with the feedback they receive from Speech Ace; 88.6% of the students are
listening to the correct pronunciation and try again, all willing to learn from their mistakes. On the other
hand, 8.6% said they try to retry, but not always understand the feedback. The feedback was ignored by
only one student and no one gave up because they were frustrated. This means that the app is successful
to motivate students to work on their pronunciation.
Question 6
Most of the respondents found English learning Technology as an interesting ‘techno tool’; with 71.4%
responding they like to learn English with the Technology ‘a little’ and 25.7% ‘very much’. However,
none of the students expressed a complete hatred for the use of technology in the learning process and
only one student responded negatively. This clearly supports the idea that digital tools are well received
by students and should be used as tools to develop language learning.
Question 7
Students are highly active with the feedback they receive from Speech Ace; 88.6% of the students are
listening to the correct pronunciation and try again, all willing to learn from their mistakes. On the other
hand, 8.6% said they try to retry, but not always understand the feedback. The feedback was ignored by
only one student and no one gave up because they were frustrated. This means that the app is successful
to motivate students to work on their pronunciation.
pág. 1803
Question 8
According to the students who participated, with speech ace help it gave them this feeling of how they
or it would feel more confident in some spoken situations. Sixty percent of the students feel more
confident when talking with their teacher, this was 37.1 percent that felt more comfortable reading aloud
in class. However, no one student said they felt no increase in confidence, and only one student
mentioned increased confidence when talking to classmates. Based on this finding, it is suggested that
Speech Ace will be more useful for learners in structured learning environments where students interact
with teachers.
Question 9
Students were asked what they would change in Speech Ace, and the suggestions which came about
Question 8
According to the students who participated, with speech ace help it gave them this feeling of how they
or it would feel more confident in some spoken situations. Sixty percent of the students feel more
confident when talking with their teacher, this was 37.1 percent that felt more comfortable reading aloud
in class. However, no one student said they felt no increase in confidence, and only one student
mentioned increased confidence when talking to classmates. Based on this finding, it is suggested that
Speech Ace will be more useful for learners in structured learning environments where students interact
with teachers.
Question 9
Students were asked what they would change in Speech Ace, and the suggestions which came about
pág. 1804
most frequently were for more Spanish language instructions to make Speech Ace more accessible.
Other students asked for more guidance in Spanish so that they could understand better how to
effectively use the app. Other people suggested it make the app more forward thinking and engaging in
order to motiviate and interest the individual.
Furthermore, a few students would not change anything and show that the app was mostly satisfactory.
The insights presented here may contribute to further improvements of the usability and engagement of
Speech Ace.
2. Observations to classes: Speech Ace implementation
1. Pronounces short vowels correctly (/æ/ in “family”) ⬛
a) Without Speech Ace: The students had difficulties mastering the pronunciation of the /æ/ sound,
which meant replacing it with /ɛ/ or /ɑ/, creating problems for speech clarity.
b) Improvement in production of /æ/ with Speech Ace: Students were found to perform more
accurately with regard to the sound articulated by utilizing technology enhanced learning, which
accentuated their auditory perception and pronunciation.
2. Pronounces long vowels correctly (/i:/ in "teacher")
Without Speech Ace: One common error made by the students was a shortening of the long vowel /i:/
to /ɪ/, so that the student would say tɪtʃər instead of teacher.
a) Speech Ace: The software feedback corrected students accurately from distinguishing /i:/ and /
ɪ / and produced improved long vowel pronunciation.
3. Pronounces long vowels correctly (/ɪ/ in "people") ⬛
a) Without Speech Ace: Students usually pronounce an intermediate vowel sound between /ɪ/ and
/i:/ was the most common source of intelligibility problems for many students without Speech Ace.
b) With Speech Ace: The tool improved students in their ability to differentiate similar vowel
sounds as reflected in their pronunciation of /ɪ/.
4. Pronounces long vowels correctly (/ə/ in "computer")
a) Without Speech Ace: Schwa (/ə/) was often replaced with a full vowel in "computer" or the
right syllable was stressed at the expense of fluency while students struggled on the schwa in the activity.
most frequently were for more Spanish language instructions to make Speech Ace more accessible.
Other students asked for more guidance in Spanish so that they could understand better how to
effectively use the app. Other people suggested it make the app more forward thinking and engaging in
order to motiviate and interest the individual.
Furthermore, a few students would not change anything and show that the app was mostly satisfactory.
The insights presented here may contribute to further improvements of the usability and engagement of
Speech Ace.
2. Observations to classes: Speech Ace implementation
1. Pronounces short vowels correctly (/æ/ in “family”) ⬛
a) Without Speech Ace: The students had difficulties mastering the pronunciation of the /æ/ sound,
which meant replacing it with /ɛ/ or /ɑ/, creating problems for speech clarity.
b) Improvement in production of /æ/ with Speech Ace: Students were found to perform more
accurately with regard to the sound articulated by utilizing technology enhanced learning, which
accentuated their auditory perception and pronunciation.
2. Pronounces long vowels correctly (/i:/ in "teacher")
Without Speech Ace: One common error made by the students was a shortening of the long vowel /i:/
to /ɪ/, so that the student would say tɪtʃər instead of teacher.
a) Speech Ace: The software feedback corrected students accurately from distinguishing /i:/ and /
ɪ / and produced improved long vowel pronunciation.
3. Pronounces long vowels correctly (/ɪ/ in "people") ⬛
a) Without Speech Ace: Students usually pronounce an intermediate vowel sound between /ɪ/ and
/i:/ was the most common source of intelligibility problems for many students without Speech Ace.
b) With Speech Ace: The tool improved students in their ability to differentiate similar vowel
sounds as reflected in their pronunciation of /ɪ/.
4. Pronounces long vowels correctly (/ə/ in "computer")
a) Without Speech Ace: Schwa (/ə/) was often replaced with a full vowel in "computer" or the
right syllable was stressed at the expense of fluency while students struggled on the schwa in the activity.
pág. 1805
b) With Speech Ace: It was noticed, in its case, that the correct production of /ə/ had improved
and resulted in more natural speech. In so doing, this confirms the effectiveness of auditory
reinforcement in teaching reduced vowels in English.
5. Speaks fluently without excessive pauses
a) Without Speech Ace: Students frequently pause between words due to insecurity and the need
to process information before speaking.
b) With Speech Ace: Repetition and guided practice helped students gain confidence, reducing
unnecessary pauses and improving speech flow.
Pronounces words clearly and understandably ⬛
a) Without Speech Ace: Students exhibited speech difficulties because they omitted noises while
also incorrectly pronouncing phonemic sounds which created speech confusion.
b) With speech Ace: Enhanced pronunciation clarity because students developed better vowel and
consonant sounds articulation skills. Speech Ace increased student pronunciation sensitivity so they
could identify errors which they then corrected.
7. Self-corrects pronunciation errors
a) Most students missed their speech mistakes and made corrections only when the teacher
intervened during instruction without Speech Ace.
b) Students improved their capacity for self-correction because Speech Ace provided them real-
time feedback which led to increased autonomous learning.
8. Confidence while speaking (volume, tone, hesitation)
a) Without Speech Ace: Students became insecure or showed insecurity when it comes to
speaking by speaking in a low tone of voice, pausing frequently, or hesitating.
b) With Speech Ace: students felt more confident and fluent in their pronunciation. Speech Ace
was composed of structured practice and consistent feedback, and it allowed them to speak naturally.
9. Understands and applies pronunciation feedback
a) With Speech Ace: Since Speech Ace was being used to assist the students in correcting their
pronunciation mistakes, students needed the external help provided by Speech Ace to recognize the
pronunciation mistakes and correct them.
b) With Speech Ace: It was noticed, in its case, that the correct production of /ə/ had improved
and resulted in more natural speech. In so doing, this confirms the effectiveness of auditory
reinforcement in teaching reduced vowels in English.
5. Speaks fluently without excessive pauses
a) Without Speech Ace: Students frequently pause between words due to insecurity and the need
to process information before speaking.
b) With Speech Ace: Repetition and guided practice helped students gain confidence, reducing
unnecessary pauses and improving speech flow.
Pronounces words clearly and understandably ⬛
a) Without Speech Ace: Students exhibited speech difficulties because they omitted noises while
also incorrectly pronouncing phonemic sounds which created speech confusion.
b) With speech Ace: Enhanced pronunciation clarity because students developed better vowel and
consonant sounds articulation skills. Speech Ace increased student pronunciation sensitivity so they
could identify errors which they then corrected.
7. Self-corrects pronunciation errors
a) Most students missed their speech mistakes and made corrections only when the teacher
intervened during instruction without Speech Ace.
b) Students improved their capacity for self-correction because Speech Ace provided them real-
time feedback which led to increased autonomous learning.
8. Confidence while speaking (volume, tone, hesitation)
a) Without Speech Ace: Students became insecure or showed insecurity when it comes to
speaking by speaking in a low tone of voice, pausing frequently, or hesitating.
b) With Speech Ace: students felt more confident and fluent in their pronunciation. Speech Ace
was composed of structured practice and consistent feedback, and it allowed them to speak naturally.
9. Understands and applies pronunciation feedback
a) With Speech Ace: Since Speech Ace was being used to assist the students in correcting their
pronunciation mistakes, students needed the external help provided by Speech Ace to recognize the
pronunciation mistakes and correct them.
pág. 1806
b) The students also showed improvements in using pronunciation corrections to the benefit of
their pronunciation, indicating that technology assisted feedback positively influenced their learning
CONCLUSIONS
This study consistently demonstrated that the integration of the Speech Ace tool, within the framework
of the CALL approach, had a positive impact on the development of oral production skills among fifth-
grade students. The improvements observed in vowel pronunciation, speech fluency, and students'
ability to self-correct support the pedagogical value of incorporating technology into English language
teaching. The findings show that the immediate feedback provided by Speech Ace fosters phonetic
awareness, a crucial element in mastering accurate pronunciation. Moreover, the results confirm that
autonomous learning, promoted through the use of the tool, enhances students' independence and self-
regulation in their language acquisition process. These outcomes align with previous research
highlighting the importance of technology as a complement — not a replacement — for traditional
teaching methods.
It is important to note that although most students demonstrated significant improvement in vowel sound
production, challenges remain in distinguishing certain minimal pairs. This suggests that pronunciation
refinement should continue through a balanced combination of autonomous practice and direct teacher
support.
As a pending task for future research, it is recommended to explore the implementation of Speech Ace
or other CALL-based tools at different educational levels and to examine their impact on other aspects
of oral competence, such as intonation, rhythm, and listening comprehension. Additionally, further
studies could focus on developing strategies to optimize the autonomous use of such tools, particularly
in educational contexts with limited technological resources.
BIBLIOGRAPHIC REFERENCE
Alemi, M. (2020). Virtual reality-assisted pronunciation training (VRAPT) for young EFL learners.
Journal of Language and Linguistic Studies, 16(1),
https://files.eric.ed.gov/fulltext/EJ1271706.pdf
Ali, S. (2015). The importance of culture in second and foreign language learning. Dinamika Ilmu, 15(1),
99-108. https://journal.uinsi.ac.id/index.php/dinamika_ilmu/article/view/99
b) The students also showed improvements in using pronunciation corrections to the benefit of
their pronunciation, indicating that technology assisted feedback positively influenced their learning
CONCLUSIONS
This study consistently demonstrated that the integration of the Speech Ace tool, within the framework
of the CALL approach, had a positive impact on the development of oral production skills among fifth-
grade students. The improvements observed in vowel pronunciation, speech fluency, and students'
ability to self-correct support the pedagogical value of incorporating technology into English language
teaching. The findings show that the immediate feedback provided by Speech Ace fosters phonetic
awareness, a crucial element in mastering accurate pronunciation. Moreover, the results confirm that
autonomous learning, promoted through the use of the tool, enhances students' independence and self-
regulation in their language acquisition process. These outcomes align with previous research
highlighting the importance of technology as a complement — not a replacement — for traditional
teaching methods.
It is important to note that although most students demonstrated significant improvement in vowel sound
production, challenges remain in distinguishing certain minimal pairs. This suggests that pronunciation
refinement should continue through a balanced combination of autonomous practice and direct teacher
support.
As a pending task for future research, it is recommended to explore the implementation of Speech Ace
or other CALL-based tools at different educational levels and to examine their impact on other aspects
of oral competence, such as intonation, rhythm, and listening comprehension. Additionally, further
studies could focus on developing strategies to optimize the autonomous use of such tools, particularly
in educational contexts with limited technological resources.
BIBLIOGRAPHIC REFERENCE
Alemi, M. (2020). Virtual reality-assisted pronunciation training (VRAPT) for young EFL learners.
Journal of Language and Linguistic Studies, 16(1),
https://files.eric.ed.gov/fulltext/EJ1271706.pdf
Ali, S. (2015). The importance of culture in second and foreign language learning. Dinamika Ilmu, 15(1),
99-108. https://journal.uinsi.ac.id/index.php/dinamika_ilmu/article/view/99
pág. 1807
Ashirbekovna, S. Z., Kulakhmet, M., Aizhumashevna, A. A., Bolatbek, T., Muratbekovna, O. L., &
Borashkyzy, A. U. (2022). Scientific methodological basis of teaching primary school pupils
language by developing speaking activities. ERICEJ, 10, 1-10.
https://files.eric.ed.gov/fulltext/EJ1349276.pdf
Astorga, L. (2024, November 10). Incapacities get out of control in the MEP. La Nación.
https://www.nacion.com/politica/incapacidades-se-salen-de-control-en-
mep/JTRYJ5E6CZGQLOYH2LIGO2ZTTQ/story/#:~:text=El%20art%C3%ADculo%2093%20d
el%20Reglamento,30%20d%C3%ADas%20de%20la%20licencia
Alnafisah, M. (2022). Technology review: Speechace. In J. Levis & A. Guskaroska
(Eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference,
held June 2021 virtually at Brock University, St. Catharines,
Anggraini, A. (2022). Improving students' pronunciation skill using ELSA Speak application. Journey:
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https://doi.org/10.33503/journey.v5i1.1840 https://doi.org/10.31274/psllt.14315
Aprianto, D., & Zaini, N. (2019). The principles of language learning and teaching in communication
skill developments. Voices of English Language Education Society, 3(1), 45-61.
Bahari, A., Han, F., & Strzelecki, A. (2024). Integrating CALL and AIALL for an interactive pedagogical
model of language learning. Education and Information Technologies.
https://doi.org/10.1007/s10639-025-13388-w
Batool, N., Anosh, M., Batool, A., & Iqbal, N. (2015). The direct method: A good start to teach oral
language. The Direct Method: A Good Start to Teach Oral Language, 5, 53-60.
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