This study utilized Automated Speech Recognition technology to determine the potential utility and acceptance of such technology in the English as a Foreign Language classroom. Learners were made aware of the Automatic Speech Recognition potential of their mobile devices and provided with some direction in, and incentive for, its use. Participants were then scored on their assessment of the technology according to the Technology Acceptance Model. Participants showed a marked appreciation for the ease and utility of the technology with over 72% agreeing that the technology was both accessible and useful. Support for the use of Automatic Speech Recognition as a testing method was somewhat mixed, with 75% of participants agreeing that the testing was fair, but only 60% reporting that they felt they did well on the test. As a secondary point of interest, this study examined the potential use of Automatic Speech Recognition technology for teaching and testing pronunciation.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Pronunciation in Language Learning
    2.2. Using Technology to Teach Pronunciation
    2.3. User Responses to Technology Assisted Learning
3. METHODOLOGY
    3.1. Participants
    3.2. Procedure
    3.3. Instrument
4. RESULTS AND DISCUSSION
    4.1. Results
    4.2. Discussion
5. CONCLUSION
REFERENCES

• Thomas Dillon(Professor, Foreign Language Education Centre, Daegu Catholic University)
• Donald Wells(Professor, Foreign Language Education Centre, Daegu Catholic University) Corresponding author