Bibeau, GenevièveCardoso, Walcir2024-07-242024-07-242024-02-129788413961316https://riunet.upv.es/handle/10251/206579[EN] This paper has two objectives. In Part 1, we report the findings of a mixed-method study that examines the pronunciation needs of non-francophone immigrants in Quebec after they complete the Program for the Linguistic Integration of Immigrants (known as “francization”), a language learning initiative to equip non-French-speaking immigrants with essential French skills. The findings indicate a noticeable disparity between the instruction provided to learners in the program and their practical requirements in real-life situations, and a strong need by the participants to improve their pronunciation autonomously post francization. Part 2 of the study addresses the pedagogical implications of these findings, in which we address our participants’ needs with a set of technology-enhanced pedagogical recommendations for blended and autonomous learning.6Reconocimiento - No comercial - Compartir igual (by-nc-sa)L2 FrenchAutomatic speech recognitionText-to-speech synthesisIntelligent personal assistantsL2 pronunciationCapítulo de libro10.4995/EuroCALL2023.2023.16984Abierto