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This study explores collaborative and individual computer-assisted prosody training (CAPT) through a quasi-experimental design. Eighteen adult Algerian EFL learners were recruited and randomly assigned into a control group receiving no treatment and two experimental groups, a collaborative CAPT group where the participants practiced in pairs, and an individual CAPT group where the participants practiced on their own. The two experimental groups enrolled in six CAPT sessions using Tell Me More to practice syllable stress, sentence stress, and intonation. A mixed-methods approach was employed to evaluate the outcomes of the study. To measure the effects of the training on participants’ prosodic accuracy and overall comprehensibility, samples of their’ pronunciation were collected via read-aloud activities before and after the intervention. Moreover, four sessions were video recorded and thematically analyzed to generate insights about the amount and type of required support in each group. Although the pronunciation test results revealed no significant learning differences between the two access modes, the qualitative findings showed that collaborative CAPT promoted an independent and engaging practice environment as opposed to the teacher reliant individual CAPT. Based on these insights, the study presents several recommendations for teachers intending to engage their students in collaborative or individual CAPT.

Collaborative vs. individual computer-assisted prosody training: a mixed-method case study with Algerian EFL undergraduates