[
Bougataia, E., & Brigui, H. (2023). The efficacy of recast vs. explicit corrective feedback on students’ English pronunciation of common words: The case of English department students at Ibn Tofail University. American Journal of Education and Technology, 2(4), 62–73. https://doi.org/10.54536/ajet.v2i4.2179
]Search in Google Scholar
[
Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners to identify English /r/and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101(4), 2299-2310.
]Search in Google Scholar
[
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
]Search in Google Scholar
[
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters.
]Search in Google Scholar
[
Dyvik, E. H. (2023, June 16). The most spoken languages worldwide 2023. Statista. https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/
]Search in Google Scholar
[
Flege, J., Takagi, N., & Mann, V. (1995). Japanese adults can learn to produce English /l/and /r/accurately. Language and Speech, 38(1), 25-55.
]Search in Google Scholar
[
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2013). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181–196. https://doi.org/10.1080/09571736.2013.784345
]Search in Google Scholar
[
Gluszek, A., & Dovidio, J. (2010). The way they speak: Stigma of non-native accents in communication. Personality and Social Psychology Review, 14, 214-237
]Search in Google Scholar
[
Gordon, J., & Darcy, I. (2019). Teaching segmentals vs. suprasegmentals: Different effects of explicit instruction on comprehensibility. In J. Levis, C. Nagle, & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference 2018 (pp. 116-126). Iowa State University.
]Search in Google Scholar
[
Goto, H. (1971). Auditory perception by normal Japanese adults of the sounds “l” and “r”. Neurosychologia, 9(3), 317-323.
]Search in Google Scholar
[
Hattori, K. (2009). Perception and production of English /r/-/l/by adult Japanese speakers [Dissertation, University College London]. UCL Repository. http://discovery.ucl.ac.uk/19204/1/19204.pdf
]Search in Google Scholar
[
Jalal, B. R., & Alahmed, K. I. (2022). The effect of using recast and explicit corrective feedback on improving English pronunciation of Iraqi intermediate school students. Journal of Positive School Psychology, 6(10), 1264–1272.
]Search in Google Scholar
[
Lai, H. (2020). Listening portfolio: A combination of extensive and intensive listening. The Center for English as a Lingua Franca Journal, 6(1), 95-106. http://doi.org/10.15045/ELF_0060109
]Search in Google Scholar
[
Lai, H. (2022). The effectiveness of frequent dictation practices in students’ listening performance. The Center for English as a Lingua Franca Journal, 2(1), 27-40. https://doi.org/10.15045/00001700
]Search in Google Scholar
[
Lauer, J. (2017). Can Japanese students of English significantly improve /l/Pronunciation? Hiroshima studies in language and language education, 20, 37-48.
]Search in Google Scholar
[
Lertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252
]Search in Google Scholar
[
Milliner, B. (2021). The effects of combining timed reading, repeated oral reading, and extensive reading. Reading in a Foreign Language, 33(2), 191-211. http://hdl.handle.net/10125/67400
]Search in Google Scholar
[
Millett, S. (2017). Speed readings for ESL learners: 500 BNC. English Language Institute Occasional Publication No. 28. SRs-for-ESL-Learners-500-BNC-April-2017.pdf (wgtn.ac.nz)
]Search in Google Scholar
[
Minoru, S. (2010). Japanese English education and learning: A history of adapting foreign cultures. Teaching English in Japan, 43, 5–11.
]Search in Google Scholar
[
Mohammadi, D. A. (2014). Corrective feedback interventions and EFL learners’ pronunciation: A case of –S or –es ending words. International Journal of Learning and Development, 4(1), 40-58. https://doi.org/10.5296/ijld.v4i1.5010
]Search in Google Scholar
[
Mueller, C. (2019). Which English sounds are difficult? Japanese EFL learners’ intuitions versus their performance. The Language Teacher, 43(2), 3-8. https://doi.org/10.37546/jalttlt43.2-1
]Search in Google Scholar
[
Osawa, M. (2024, July 23). Opinion: effective use of ai for English pronunciation, composition helps students in Japan. The Mainichi. Retrieved from https://mainichi.jp/english/articles/20240722/p2a/00m/0op/026000c.
]Search in Google Scholar
[
Saito, K., & Lyster, R. (2011). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/by Japanese learners of English. Language Learning, 62(2), 595–633. https://doi.org/10.1111/j.1467-9922.2011.00639.x
]Search in Google Scholar
[
Saito, K. (2015). Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /r/ without explicit instruction. Applied Psycholinguistics, 36(2), 377-409. https://doi.org/10.1017/S0142716413000271
]Search in Google Scholar
[
Shibata, M. (2010). How Japanese teachers of English perceive non-native assistant English teachers. System, 38(1), 124–133. https://doi:10.1016/j.system.2009.12.011
]Search in Google Scholar
[
Smith, B. (2012). Pronunciation patterns of Japanese learners and their implications or teaching. Polyglossia, 23, 199-206.
]Search in Google Scholar
[
Tran, Y. T. H. (2021). Using Movie Dubbing to improve natural English pronunciation skills. English Teaching Forum. https://americanenglish.state.gov/forum
]Search in Google Scholar
[
Uchida, Y., & Sugimoto, J. (2016). A survey of Japanese English teachers’ attitudes towards pronunciation teaching and knowledge on phonetics: Confidence and teaching. International Symposium on Applied Phonetics (ISAPh 2016), 38-42. https://doi.org/10.21437/isaph.2016-8
]Search in Google Scholar
[
Uchida, Y., & Sugimoto, J. (2020). Pronunciation goals of Japanese English teachers in the EFL classroom: Ambivalence toward native-like and intelligible pronunciation. The Language Teacher, 44(1), 3–9. https://doi.org/10.37546/jalttlt44.1-1
]Search in Google Scholar
[
Vančová, H. (2024). AI-powered tools in English pronunciation classroom: An action research report. CALL for Humanity - EuroCALL 2024 Short Papers. https://doi.org/10.4995/eurocall2024.2024.19082
]Search in Google Scholar
[
Walkinshaw, I., & Duong, O. T. H. (2014). Native- and non-native English language teachers: Student perceptions in Vietnam and Japan. SAGE Open, 4(2), 1-9.
]Search in Google Scholar
[
Wei, J., Yang, H., & Duan, J. (2022). Investigating the effects of online English film dubbing activities on the intelligibility and comprehensibility of Chinese students’ English pronunciation. Theory and Practice in Language Studies, 12(9), 1911–1920. https://doi.org/10.17507/tpls.1209.25
]Search in Google Scholar
[
Yamane, S. (2015). 日本人学習者の目指す明瞭性( intelligibility )の高い英語発音 とは [Notes on the intelligibility of Japanese EFL learners’ pronunciation]. 関西 大学外国語学部紀要 [Kansai University foreign language studies Journal], 13, 129-141.
]Search in Google Scholar
