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MINI REVIEW article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1552470
This article is part of the Research Topic Issues, Transformations, and Strategies in World Language Teaching and Learning: Administration, Pedagogy, Technology, and Learning Outcomes View all articles
Technology-Enhanced Multimodal Approaches in Classroom L2 Pronunciation Training
Provisionally accepted
Michiko Toyama 1*
Tomoko Hori 2- 1 Bunkyo University, Tokyo, Japan
- 2 Juntendo University, Chiba, Japan
Advances in L2 pronunciation instruction have embraced technology-enhanced multimodal approaches, engaging auditory, visual, and kinesthetic modalities to create interactive, immersive learning environments. This review examines three key methods: gesture-based techniques, speech visualization tools, and computer-assisted pronunciation training. These approaches visualize auditory and articulatory features, reinforce prosody, or offer real-time feedback, enhancing learner engagement and retention. Despite their potential, challenges such as accessibility, technical limitations, and pedagogical integration remain. This review highlights the transformative potential of multimodal methods in L2 pronunciation training and outlines directions for future research and innovation.
Keywords: Multimodal teaching, multimodal learning, L2 phonology, Gestures, Computer aided pronunciation training (CAPT)
Received: 28 Dec 2024; Accepted: 26 Mar 2025.
Copyright: © 2025 Toyama and Hori. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Michiko Toyama, Bunkyo University, Tokyo, Japan
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