PHONETICS IN DIGITAL LANGUAGE LEARNING: A SYSTEMATIC REVIEW OF ELT RESEARCH (2020–2025)

Abstract

This study presents a systematic review of English Language Teaching (ELT) research published between 2020 and 2025 that examines the role of phonetics instruction in digital language learning environments. Drawing on thirty peer-reviewed journal articles retrieved from major academic databases, the review analyses how phonetics has been integrated into digital platforms, the effects of digital tools on learners’ pronunciation development, and the key challenges and research gaps identified in recent studies. The findings indicate a growing integration of mobile applications, computer-assisted pronunciation training, and artificial intelligence-based tools to support phonetic learning, with a predominant focus on segmental features such as consonant and vowel pronunciation. Digital phonetics instruction is associated with improvements in pronunciation accuracy, learner motivation, and confidence, particularly when supported by clear pedagogical objectives and teacher guidance. However, the review also highlights limitations related to the transfer of skills to spontaneous speech, limited attention to suprasegmental features, and a lack of longitudinal research. The study concludes that while digital technologies offer significant potential for phonetics instruction in ELT, their effectiveness depends on thoughtful pedagogical integration and sustained research efforts.