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Abstract:
Pronunciation is essential for EFL students’ spoken communication, especially in academic and professional tasks such as presentations and business meetings. However, first-year students at the Faculty of Business English, Foreign Trade University often have limited opportunities for systematic pronunciation practice in speaking and phonology courses. This study investigates students’ use of AI tools for English pronunciation practice and examines their perceived benefits and limitations. Data are collected through a survey of 50 first-year students, focusing on their frequency of AI use, preferred tools, pronunciation problems practised, and attitudes towards AI feedback. The findings are expected to show that AI can provide flexible practice, immediate feedback, repeated exposure, and increased confidence. However, possible limitations include inaccurate feedback, difficulty interpreting corrections, insufficient attention to connected speech and communicative context, and the risk of over-reliance on technology. The paper argues that AI should be used as a supplementary pronunciation practice tool, supported by teacher guidance, phonological awareness, and classroom-based speaking activities in Business English education, rather than as a replacement for human interaction.
Keywords: AI-assisted pronunciation practice; EFL learners; Business English; pronunciation feedback; AI literacy.
