Language Teaching Research Quarterly

The study aims to examine how PRAAT visual feedback can improve pronouncing English lexical stress and support self-directed learning based on the conceptual framework of self-determination theory. The study involved a total of 80 EFL learners aged 18 to 22 years from Saudi Arabia and Yemen, with varying levels of English proficiency. Pre- and post-tests assessed the lexical stress phonetic features, namely duration, intensity, and fundamental frequency (F0), to evaluate pronunciation improvements. The study also conducted interviews to pinpoint the effect of PRAAT on the learner’s autonomy, competence, and relatedness. Results showed significant enhancement in vowel duration, intensity, and F0 in the experimental group, indicating that PRAAT effectively supported the learners to improve production of English lexical stress. The improvements in vowel duration were more noticeable due to the clearer visual representation of duration measurement in PRAAT. However, vowel intensity and F0 showed varied enhancements based on the participants’ proficiency levels. The interviews further highlighted the learners' autonomy, competence, and relatedness in improving their English pronunciation using PRAAT. The interview results shed light on individual needs and call for teachers’ consistent directions. This study provides insights into the interplay of technology, pronunciation instruction, and learner autonomy, leading to more effective pronunciation learning.