Utilizing U-Dictionary Features to Overcome English Pronunciation Difficulties: A Descriptive Qualitative Study of Vocational Student Perceptions

Abstract

This descriptive qualitative study investigates the effectiveness of the U-Dictionary application as a self-study tool for improving English pronunciation among 17 vocational high school students. The research reveals that utilizing pronunciation features and voice translation significantly shifts learner behavior from passive listening to active phonetic modeling. Key findings highlight a marked reduction in speaking anxiety due to the app's private practice environment, while real-time AI feedback serves as a persistent, objective coach for self-correction. For other teachers, this study demonstrates a practical strategy for integrating mobile-assisted language learning (MALL) into the curriculum to address fossilized pronunciation errors without increasing classroom time. It offers a blueprint for creating low-stakes, high-engagement practice sessions that specifically cater to learners with high affective filters. For researchers, the study provides valuable insights into the intersection of English for Specific Purposes (ESP) and autonomous digital practice, illustrating how mobile tools can bridge the gap between academic instruction and professional readiness in vocational contexts. By highlighting the "trial-and-error" loop of AI interaction, this research contributes to the growing body of knowledge on learner agency and the transformative potential of accessible technology in non-traditional educational settings.