KAKERU TOJO

Kakeru Tojo
Komazawa University
3713101k[at]komazawa-u[dot]ac[dot]jp

Creation of a Technology-Based Pronunciation
Evaluation System to Foster Autonomous
Pronunciation Acquisition for Second Language
Learners and Enhance Independent Learning
ABSTRACTThis article is a reflection about my first attendance at a conference. At the LD30 Conference, I
made a presentation about a study which aimed to explore effective ways to use technology topromote independent learning among second language learners. Specifically, the study focused on
second language learners’ acquisition of understandable pronunciation so that they can speak withconfidence. In my study, I tried to find ways to enhance the ability of second language learners toacquire comprehensible pronunciation independently. The experience of attending this conference
enabled me to understand better what it takes to be a researcher.
Keywords: reflection, education technology, pronunciation evaluation system

I initially did not want to attend an academic conference. However, my perception changed when
I participated and presented my research process in the conference held at Gakushūin University
on October 21st and 22nd, 2023. Being a part of LD30 altered my perspective on research andconference attendance. The purpose of this writing is to share my reflections from my experienceat LD30.
The title of my presentation was “Creation of a Technology-Based Pronunciation Evaluation System
to Foster Autonomous Pronunciation Acquisition for Second Language Learners and Enhance
Independent Learning”. I am deeply interested in both education and technology especially asworld changing inventions such as generative AI are being created today. I enjoy contemplating
how current advanced technology can aid second language learners and the opportunities
technology-integrated education can create for learners’ development. As a graduate student
specializing in media at Komazawa university, my goal was to develop something beneficial forstudents studying English. Although my primary role is that of a student, I also teach English
to adults. These experiences piqued my interest in creating such a tool. As a student myself, I
observed that lack of confidence in pronunciation often hindered my classmates from speaking
their second language during discussions at my university. This led me to believe that having
confidence in pronunciation is a crucial skill in real-life communication, yet not many language
educators in modern classrooms focus on this aspect.

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From a teacher’s standpoint, I noticed during listening activities that students struggled tocomprehend words they were already familiar with. This experience emphasized the need forindividualized pronunciation learning opportunities. I dedicated half a semester to developing apronunciation evaluation system. However, as I delved deeper into research and development, I
began losing focus and interest. I found myself more intrigued by observing classroom phenomenarather than solely creating a system. Despite my wavering commitment, I felt obligated to attend
the conference, though I saw little meaning in presenting a poster for a project I had halted. It was
my first conference attendance, which made me question if I was the right person to participate.
The 21st was the day of my poster presentation. Upon completing registration, numerous participants
warmly welcomed me. Contrary to my expectations of a cold atmosphere, I encountered a friendlyenvironment. Additionally, the presentation style differed significantly from what I anticipated. I had
expected presenters to solely showcase research results while the audience listened passively.
However, at LD30, many presenters encouraged discussions, sharing their teaching experiences
and perspectives to enhance teaching methods. One reason I had initially hesitated to attend
academic conferences was the perceived tendency for participants to be overly critical. However,
the warm atmosphere at LD30 provided hope of gaining ideas from both teachers and students
to further my research. During my presentation, many teachers and students approached me in afriendly manner and engaged with my poster presentation.
Surprisingly, the adjacent presentation focused on the necessity of revamping English educationin Japanese schools to foster inclusivity within society. It aimed to explore potential links between
discrimination, exclusive mindsets, and English education, proposing inclusive teaching approaches
for societal unity. This presentation resonated with mine as the presenter also discussed English
as a lingua franca. It prompted me to question how my system should evaluate pronunciation if
native English speakers couldn’t comprehend English spoken between non-native speakers, yetthey understood each other. Consequently, it became evident that evaluating pronunciation is acomplex task. Additionally, a teacher asked about the criteria I applied. I mentioned three criteria:
accuracy, fluency, and completeness. Subsequently, the teacher inquired if I had additional criteria
to consider. One feature I contemplated for the system was including a function for learners toperform self-assessment using five criteria, enabling them to identify the pronunciation featuresthey were confident in. The teacher suggested that while adding more features might enhanceusability, a successful system should remain simple. This advice made me realize that adding
more features increased the system’s complexity, although I aimed to create a tool for students toautonomously acquire understandable pronunciation.
I appreciated the numerous teachers and students who shared their teaching and learning experiences
about pronunciation. One student concurred that a lack of pronunciation skills demotivated students
from speaking aloud. Although I temporarily suspended this project, my interest in education andtechnology remains. This experience prompted me to reassess my current project. Several teachers
discussed EduTech, indicating widespread interest in the coexistence of education and technology.
By the end of the LD30 conference, I found myself rejuvenated by the diverse perspectives
shared. While initially disheartened by suspending my pronunciation evaluation system project,
the discussions reshaped my approach. Conversations about EduTech reignited my passion
for innovative educational technologies, particularly in language acquisition. The conference
underscored the intricate link between education, technology, and societal inclusivity, broadening
my perspective. LD30 wasn’t merely a platform for research presentations; it was a transformative
space for communal learning. Leaving the conference, I am inspired to research more accessible
tools that bridge the gap between technology and effective pedagogy, reaffirming my commitment
to empowering both learners and educators.

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