在英文對話中，良好的發音對於成功的溝通扮演了相當基本而重要的角色；然而，在課室中，因為發音教學耗時也可能降低學生的動機，所以大多數老師並不重視發音教學。隨著科技發展，行動科技可能是輔助發音學習的有效方針，然而，行動輔助發音的相關研究的成效結果不盡相同，也欠缺系統性的統整與回顧，因此本研究旨在回顧實徵研究如何探究行動裝置輔助發音教學成效。研究樣本為 30 篇實徵研究，分析結果顯示 (1) 大部分的行動裝置輔助發音教學研究為發表於2015年後的期刊，並且以英文為第二外語學習情境為多數; (2) 大部分的研究參與者年齡介於18歲到18歲以上，多為就讀大學之學生並有初階的第二外語程度; (3) 大部分的研究在教室裡使用手機來進行發音學習，常用的應用程式為教學型的應用程式，研究時間介於短期-五個禮拜以內、中期-六到十個禮拜;長期-十一到十七個禮拜 (4) 在30篇實徵研究中，研究顯示使用行動裝置輔助發音教學擁有正面成效，大部分的研究交使用單字朗讀來衡量發音教學成效，大部分的研究測量發音元素中的雙音段音位(dual segmental)與超音段音位(suprasegmental)來檢視發音學習成效。根據上述發現，本研究提供一些教學上的建議。

Comprehensible pronunciation is essential for language learners to achieve
successful conversation in speaking. However, pronunciation instruction is still
neglected in classroom due to the fact that it’s time consuming and it might decrease students' motivation. With the features of probability, availability, mobile technology could be a solution to effective pronunciation instruction. However, there are inconsistent result of empirical studies and there is no rigorous synthesis about mobile-assisted pronunciation training up to date. The aim of this systematic review is to investigate the empirical evidence for the feasibility of the mobile-assisted pronunciation training. A total of 30 peer-reviewed articles are analyzed in terms of study characteristic, research participants, research design, learning outcomes in this review. The analysis of the included studies showed that (1) most of pronunciation studies were published journal articles, appeared after 2015 and they were most conducted in EFL (English as foreign language) context; (2) the majority of the research participants were of 18 years of age and above, with a diverse L1 language background. Participants in all studies had English as a target language; (3) The majority of the studies employed mobile phones as the learning device and incorporated teaching application for pronunciation training in the formal setting of classroom. One-third of the studies devoted a short, medium, and long-term duration each for treatment. (4) A majority of the studies reported the positive effect of mobile-assisted pronunciation learning and used controlled reading aloud to measure pronunciation performance. The target features assessed mostly were the dual segmental and suprasegmental. The pedagogical implication is addressed for pronunciation in practice.

Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.
Al-Harbi, B. G. (2019). Podcasting for Saudi EFL Learners: Evaluating New Strategies for Pronunciation Enhancement. International Journal of Applied Linguistics and English Literature, 8(5), 27-38.
Ali, A. Z. M., Segaran, K., & Hoe, T. W. (2015). Effects of verbal components in 3D talking-head on pronunciation learning among non-native speakers. Journal of Educational Technology & Society, 18(2), 313-322.
Arashnia, M., & Shahrokhi, M. (2016). Mobile assisted language learning: English pronunciation among Iranian pre-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 3(4), 149-162.
Aratusa, Z. C. (2019). Using Accent Reduction Software to Improve English Beginners’ Pronunciation . Advances in Social Science, Education and Humanities Research (ASSEHR), 112-116.
Best, C. T., & Tyler, M. D. (2007). Nonnative and second-language speech perception: Commonalities and complementarities. In: O.-S. Bohn, & M. J. Munro (Eds.), Language experience in second language speech learning: In honor of James Emil Flege (pp. 13–34). Amsterdam, The Netherlands: John Benjamins Publishing
Bouchhioua, N. (2017). The effects of explicit pronunciation instruction on the comprehensibility and intelligibility of Tunisian EFL learners. International Journal of Research Studies in Language Learning, 6 (3), 73-88.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language learning & technology, 17(3), 157-225.
Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357. doi:10.1080/09588221.2014.914539
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. doi:10.1017/S0958344014000159
Cavus, N., & Ibrahim, D. (2017). Learning English using children's stories in mobile devices. British Journal of Educational Technology, 48(2), 625-641. doi:10.1111/bjet.12427
Celce-Murcia, M. (Ed.) (2001). Teaching English as a second or foreign language (3rded.). Boston: Heinle & Heinle.
Cerezo, R., Calderón, V., & Romero, C. (2019). A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children. International Journal of Human-Computer Studies, 124, 13-25. doi:10.1016/j.ijhcs.2018.11.009
Chen, C.J. (2005). Effective Feedback and Error Treatment: EFL Guidance for Academic Leaders. [Unpublished PhD Thesis]. University of Montana.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21(1), 46-66.
Couper, G. (2011). Investigations into pronunciation teaching. Speak Out! (newsletter of the IATEFL Pronunciation Special Interest Group), 44, 9-13. Retrieved from https://openrepository.aut.ac.nz/bitstream/handle/10292/4295/Couper.pdf?sequence
Collins, A. (1991). Cognitive apprenticeship and instructional technology. Educational values and cognitive instruction: Implications for reform, 1991, 121-138.
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63.
Darcy, I. (2018). Powerful and Effective Pronunciation Instruction: How Can We Achieve It? CATESOL Journal, 30(1), 13-45.
Darcy, I.; Ewert, D; & Lidster, R. (2012). Bringing pronunciation instruction back into the classroom: An ESL teachers’ pronunciation “toolbox”. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 93-108). Ames, IA: Iowa State University
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 73(3), 418-420.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216. doi:10.1017/S0958344014000287
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Journal of Educational Technology & Society, 13(3), 12-21.
Engwall, O., & Bälter, O. (2007). Pronunciation feedback from real and virtual language teachers. Computer Assisted Language Learning, 20(3), 235-262. doi:10.1080/09588220701489507
Flege, J. E., Yeni-Komshian, G. H., & Liu, S. (1999). Age constraints on second-language acquisition. Journal of memory and language, 41(1), 78-104.
Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010. TESL Canada Journal, 29, 1-22. doi:10.18806/tesl.v29i1.1086
Foote, J. A., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56.
Fouz-González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30, 631-663. doi:10.1080/09588221.2017.1340309
Fouz-González, J. (2020). Using Apps for Pronunciation Training: An Empirical Evaluation of the English File Pronunciation App. Language Learning & Technology, 24(1), 62-85.
Fraser, H. (2002). Change, challenge and opportunity in pronunciation and oral communication. Plenary Address at English Australia Conference, Canberra, Australia .
Gilbert, J. B. (2010). Pronunciation as orphan: What can be done. Speak Out, 43, 3-7.
Gilakjani, A. P. (2012). A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119-128.
González, J. F. (2012, August). Can Apple’s iPhone Help to Improve English Pronunciation Autonomously? State of the App. In EUROCALL Conference (p. 81).
Gordon, J., & Darcy, I. (2016). A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation, 2, 56-92.
Gough, D., Oliver, S., & Thomas, J. (Eds.). (2017). An Introduction to Systematic Reviews. SAGE.
Guskaroska, A. (2019). ASR as a tool for providing feedback for vowel pronunciation practice (Doctoral dissertation, Iowa State University).
Haggag, H. M. (2018). Teaching Phonetics using a mobile-based application in an EFL Context. European Scientific Journal, 14(14), 189-204.
Hamdan, M. N., Ali, A. Z. M., & Hassan, A. (2015, October). The effects of realism level of talking-head animated character on students' pronunciation learning. In 2015 International Conference on Science in Information Technology (ICSITech) (pp. 58-62). IEEE.
Hardison, D. M. (2007). The visual element in phonological perception and learning. In Phonology in context (pp. 135-158). London: Palgrave Macmillan.
Hirschi, K., Kang, O., Cucchiarini, C., Hansen, J., Evanini, K., & Strik, H. (2020). Mobile-Assisted Prosody Training for Limited English Proficiency: Learner Background and Speech Learning Pattern. Proceedngs of Interspeech 2020, 4452-4456.
Hu, Z. (2013). Vocabulary Learning Assisted by Mobile Phones: Perceptions of Chinese Adult Learners. Journal of Cambridge Studies, 8 (1), 39-154.
Hyun, I.-s. (2018). Effects of the ASR-embedded Dictionary App Use on College Students in EFL Pronunciation Class. Journal of Research, 22(6), 400-413.
Kim, H.-S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11-30.
Kim, H., & Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.
Kim, S. (2014). The effects of using storytelling with a Charlie Chaplin silent movie clip on oral proficiency development. Stem Journal, 15(1), 1-20.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
Kukulska-Hulme, A. (2018). Mobile-assisted language learning [Revised and updated version]. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics. Wiley.
Kukulska-Hulme, A., & Shield, L. (2008a). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Kukulska-Hulme, A., & Shield, L. (2008b). An Overview of Mobile Assisted Language Learning: From Content Delivery to Supported Collaboration and Interaction. ReCALL, 20. doi:10.1017/S0958344008000335
Lacabex, E. G., Lecumberri, M. L. G., & Cooke, M. (2008). Identification of the contrast full vowel-schwa: training effects and generalization to a new perceptual context. Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies(55), 173-196.
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318. doi:10.1017/S0958344017000258
Lane, L., & Brown, H. D. (2010). Tips for teaching pronunciation: A practical approach. White Plains, N.Y: Pearson Longman.
Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366.
Levis, J. M., & Wu, A. (2018). Pronunciation—Research Into Practice and Practice Into Research. The CATESOL Journal, 30(1), 1.
Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language learning & technology, 17(3), 135-156.
Liakin, D., Cardoso, W., & Liakina, N. (2014). Learning L2 pronunciation with a mobile speech recognizer: French /y. CALICO Journal, 32(1), 1-25. doi:10.1558/cj.v32i1.25962
Liang, J. K., Liu, T. C., Wang, H. Y., Chang, B., Deng, Y. C., Yang, J. C., ... & Chan, T. W. (2005). A few design perspectives on one‐on‐one digital classroom environment. Journal of computer assisted learning, 21(3), 181-189.
Lin, T.-J., & Lan, Y.-J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497.
Liu, X., Zhu, C., Jiao, J., & Xu, M. (2018). Promoting English Pronunciation via Mobile Devices-Based Automatic Speech Evaluation (ASE) Technology. Paper presented at the International Conference on Blended Learning.
Liu, C. Y., Wu, C. J., Wong, W. K., Lien, Y. W., & Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44-56.
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311.
Lord, G. (2005). (How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course. Hispania, 88(3), 557-567. doi:10.2307/20063159
Long, M. H. (1990). Maturational constraints on language development. Studies in second language acquisition, 12(3), 251-285.
Mahdi, H. S. (2017). The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning. International Journal of English Linguistics, 7(4). doi:10.5539/ijel.v7n4p1
Mahdi, H. S., & Al Khateeb, A. A. (2019). The effectiveness of computer‐assisted pronunciation training: A meta‐analysis. Review of Education, 7(3), 733-753.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85. doi:https://doi.org/10.1016/j.compedu.2013.04.021
Mooney, D. (2019). Phonetic transfer in language contact: Evidence for equivalence classification in the mid-vowels of Occitan–French bilinguals. Journal of the International Phonetic Association, 49(1), 53-85.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL quarterly, 25(3), 481-520.
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language learning, 45(1), 73-97.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning (REPORT 11)
Ogata, H., Yin, C., El-Bishouty, M. M., & Yano, Y. (2010). Computer supported ubiquitous learning environment for vocabulary learning. International Journal of Learning Technology, 5(1), 5-24.
Orr, G. (2010). A review of literature in mobile learning: Affordances and constraints. In 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (pp. 107-111). IEEE.
Patten, B., Sánchez, I. A., & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers & education, 46(3), 294-308.
Por, F. P., & Fong, S. F. (2011). Exploring the innovative multimedia pronunciation learning managements system on students with different psychological profiles. International Journal of Business and Social Science, 2(24).
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL quarterly, 46(4), 842-854.
Saito, K., & Lyster, R. (2012). Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English. Language learning, 62(2), 595-633. doi:10.1111/j.1467-9922.2011.00639.x
Saran, M., Seferoğlu, G., & Çağıltay, K. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips. Eurasian Journal of Educational Research, 9(34), 97-114.
Saran, M., Seferoğlu, G., & Çağıltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181-190.
Seidlhofer, B., & Dalton‐Puffer, C. (1995). Appropriate units in pronunciation teaching: some programmatic pointers 1. International journal of applied linguistics, 5(1), 135-146.
Shockey, L. (2008). Sound patterns of spoken English. John Wiley & Sons.
So, H. J., Kim, I., & Looi, C. K. (2008). Seamless mobile learning: Possibilities and challenges arising from the Singapore experience. Educational Technology International, 9(2), 97-121.
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. doi:10.1017/S0958344008000232
Sufi, E., & Shalmani, H. B. (2018). The effects of Tflat pronunciation training in Mall on the pronunciation ability of Iranian EFL learners. European Journal of Foreign Language Teaching, 3(2), 87-103.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
Sung, Y.-T., Chang, K.-E., & Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68-84. doi:https://doi.org/10.1016/j.edurev.2015.09.001
Switzer, S., & Csapo, N. (2005). Survey of student usage of digital technology: Teaching implications. Issues in Information Systems, VI, 1, 127-133.
Tan, E., & So, H. J. (2014). Rethinking the impact of activity design on a mobile learning trail: The missing dimension of the physical affordances. IEEE Transactions on Learning Technologies, 8(1), 98-110.
Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344.
Trooster, W., Goei, S. L., Ticheloven, A., Oprins, E., Visschedijk, G., Corbalan, G., & van Schaik, M. (2015). The Effectiveness of LINGO Online, A Serious Game for English Pronunciation. Unpublished Internal report, Windesheim University of Applied Sciences, Zwolle.
Underhill, A. (2013). Cinderella, integration and the pronunciation turn. Speak Out, 49, 4-8.
Van de Craats, I., & Young-Scholten, M. (2015). Developing Technology Enhanced Literacy Learning for LESLLA Learners. In Low Educated Second Language and Literacy Acquisition: Proceedings of the Nineth Symposium (pp. 129-150).
Viberg, O., & Grönlund, Å. (2015). Systematising the Field of Mobile Assisted Language Learning. International Journal of Mobile and Blended Learning, 5, 72-90. doi:10.4018/ijmbl.2013100105
Volenec, V., & Reiss, C. (2018). Cognitive Phonetics: The transduction of distinctive features at the phonology-phonetics interface. Biolinguistics, 11, 251-294.
Wilson, D. B. (2009). Systematic coding. The handbook of research synthesis and meta-analysis, 2, 159-176.
Wongsuriya, P. (2020). Improving the Thai Students' Ability in English Pronunciation through Mobile Application. Educational Research and Reviews, 15(4), 175-185.
Wu, Q. (2015). Pulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practice. PLoS One, 10(5), e0128762.
Yates, L. (2011). Interaction, language learning and social inclusion in early settlement. International Journal of Bilingual Education and Bilingualism, 14(4), 457-471. doi:10.1080/13670050.2011.573068
Zhang, Q.-M. (2009). Affecting factors of native-like pronunciation: A literature review. Korea Education & Research Institute, 27(2), 33-52.