INTRODUCTION

Among the biggest challenges in teaching a foreign language is ensuring that students are fully prepared to use the target language. In communication, one skill that has a vital role is speaking. However, this is not easy to do, considering the many aspects that need to be learned in speaking skills, including pronunciation. Speaking and pronunciation have an inseparable relationship. Communication can be disrupted or even misunderstood if the pronunciation of the message is not articulated (Khalid & Almuslimi, 2020). The critical role of pronunciation in English has been a significant topic of discussion in recent years. Pronunciation is considered essential because it is generally noticed first when someone communicates. In addition, someone's identity and region of origin can also be reflected through pronunciation. 

Aligned with the importance of pronunciation, the main problem discussed in this study is that many students experience persistent pronunciation errors, which hinder practical and clear communication. Students who make persistent pronunciation mistakes make them feel insecure about their communication skills. Although the teacher has provided pronunciation examples regularly, many students still struggle to pronounce words correctly. This difficulty is partly due to the limited class time and the lack of practice given. This indicates the need for practice aids that use technology to facilitate independent practice for students. In addition, students often do not receive immediate or personalized feedback on their mistakes in traditional learning that does not utilize technology, making it difficult to correct this problem effectively. In addition, some other factors still cause this problem, such as their mother tongue, their learning environment, and lack of knowledge about English phonology and phonetics (Loi, 2018). 

Speechling, as an AI-supported tool, offers a promising alternative. Previous research by García-Sánchez et al. (2020) and Zou et al. (2021) shows that AI-based pronunciation feedback improves pronunciation skills among non-native English speakers. Additionally, studies like Li and Li (2021) demonstrate how AI technology, through personalized practice and instant feedback, can enhance learners' confidence. Speechling is also one of the technologies based on Automatic Speech Recognition (ASR). ASR technology can provide corrective feedback on pronunciation in different way (Bashori et al., 2024). By providing feedback, Speechling can be an effective tool to improve students' pronunciation. 

The theoretical framework is based on Computer-Assisted Language Learning (CALL) theory, which emphasizes the role of technology in enhancing language learning and highlights the utilization of the Speechling website. There are suggestions for students to practice longer with ASR-based language learning systems to achieve high pronunciation performance (Bashori et al., 2024). CALL facilitates student-centered reciprocal teaching by giving immediate feedback on pronunciation and providing activities that improve communication skills. This feedback has an important role in improving their learning, especially pronunciation. The importance of technology in modern education to create a flexible learning environment for students is also highlighted in this framework. According to Vygotsky's Sociocultural Theory (1934) and Krashen's Input Hypothesis (1981), meaningful participation and rapid feedback are crucial for successful language learning. This research uses Speechling as an example that applies that concept, providing customized exercises and immediate feedback. Students can access learning anytime and anywhere and receive immediate feedback using Speechling. 

Therefore, AI-supported CALL techniques can customize the language learning process to accommodate varying skill levels among students, optimizing it in a more flexible and adaptable manner. This study investigates whether providing easily accessible mutual practice and quick feedback within the Speechling website can improve students' pronunciation. This research has an important role as it will address the need for a practical digital tool to help improve students' pronunciation. If Speechling is shown to effectively assist students in correcting their pronunciation, it will be a handy tool for educators and curriculum developers and can be implemented into lessons. In addition, it can also provide opportunities for students to learn independently, improve their pronunciation, and boost their confidence.