The Effectiveness of Technology-Mediated Task-Based Language Teaching on the Pronunciation of English Vowels: A Study of Persian-Speaking EFL Learners.

This study examined the effectiveness of technology-mediated task-based language teaching (TMTBLT) on improving English vowel pronunciation among Persian-speaking English as a Foreign Language (EFL) learners. Using a mixed-methods design, 81 Iranian undergraduate students were divided into experimental (TMTBLT) and control (traditional instruction) groups, with vowel pronunciation assessed via pre- and post-tests rated by native English-speaking experts. Results showed that the TMTBLT group demonstrated significantly greater improvements in producing challenging English vowels, supported by qualitative data indicating increased learner engagement, positive attitudes toward interactive feedback, and enhanced communicative practice. The findings suggest that integrating digital tools such as automatic speech recognition within task-based activities offers a promising approach for addressing the specific phonetic challenges faced by Persian EFL learners and has implications for pronunciation pedagogy and curriculum design.