ABSTRACT
This study was conducted to explore the practices and experiences of English teachers in using Speech Recognition Software (SRS) for learners’ phonotactic development. The study used a qualitative phenomenological research design. Six (6) high school English teachers from a private university in Iloilo City participated during the School year 2025–2026. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis. Findings showed that teachers use SRS for structured pronunciation practice, real-time feedback and independent learning, and planned integration of SRS while they experienced high student engagement and positive classroom environment, improve student’s confidence and speaking skills, and positive emotional experiences. Facilitating factors include teachers’ technological competence and convenient and stable access to SRS tools. However, hindering factors include, linguistic and accent-related challenges, technical and environmental barriers, teacher-side barriers, and individual student limitations. Based on the findings, a training workshop was designed to improve teachers’ effective use of SRS for phonotactic instruction.
Keywords: Speech Recognition Software, Phonotactic Development, English Teachers
INTRODUCTION
In recent years, technology has transformed language teaching, with Speech Recognition Software (SRS) tools—such as Google Speech-to-Text, ELSA Speak, Rev, and SpeechAce—gaining popularity for their ability to provide real-time feedback on pronunciation. These tools support students’ phonotactic development, thus helping them perceive and produce permissible sound sequences in English, and have been integrated into computer-based assessments like the Pearson Test of English and Cambridge English Qualifications. Despite their potentials, the knowledge, experiences, and teaching practices of English teachers in using SRS for phonotactic development remain underexplored.
Phonotactics, a key aspect of phonology, guides how sounds are arranged within words and syllables. Non-native learners often struggle with these constraints, thereby affecting intelligibility and fluency. Research highlights the benefits of SRS, including increased engagement, immediate feedback, and self-paced learning, but also notes challenges such as technical inaccuracies, accent biases, and insufficient teacher training. Understanding how teachers integrate SRS into their practice is therefore critical to addressing these issues and improving instructional strategies.
In the Philippines, English is widely used in education, business, and government, yet pronunciation and phonotactic accuracy remain challenging for learners, particularly due to differences between English and Philippine languages (iSupport Worldwide, 2024). At a private university in Iloilo City, English teachers are actively exploring innovative methods to enhance students’ pronunciation skills.
However, the extent to which they utilize SRS for phonotactic development, the specific strategies they employ, and the obstacles they encounter remain largely undocumented. Investigating teachers’ experiences can provide valuable insights into their instructional decisions, the effectiveness of SRS in the classroom, and the kinds of support or training that would be most beneficial.
By examining these practices and experiences, this study was able to design a training workshop that addresses teachers’ needs, enhances their confidence in integrating technology, and ultimately improves students’ phonotactic and pronunciation skills.
see PDF attachment for more information