近年來，人們普遍使用行動科技裝置以輔助外語學習，然而，行動科技輔助外語發音的文獻，相對較少。因此，本研究採用後設分析，旨在探討行動科技裝置輔助外語發音之效益，具體而言，行動裝置對於學習者在外語發音的提升是有助益的。

經由搜集近十年相關主題的實證十七篇研究以及六百六十八位實驗受試者的參與，獲得二十個效果量，並以九個調節變相編碼，分析各類別以探討行動裝置增進外語發音的學習效益。研究結果顯示研究者會隨著學習者的語言程度、行動裝置軟硬體型態和測驗方式的不同，有不同的效果量，而學習者對於行動科技輔助外語發音的效果，無論年齡、教育程度、外語程度和介入時間長度的差異皆有明顯助益。藉由本研究結果，研究者提出相關之建議供教學及相關領域參考。

Although the ubiquitous usage of mobile technologies for language learning has attracted attention in recent years, the evident use of mobile devices for second language pronunciation has not yet been investigated. The goal of this study is to determine the overall effects of using mobile devices on second language pronunciation learning and to determine how the moderator variables affect the outcomes. In this meta-analysis, 20 effect sizes from 17 studies (from 2009 to 2019) with 668 participants were collected. A large overall effect size of d=1.151 was produced in the random-effects model, and different effect sizes for moderator variables such as setting, age, cognate, target language (L2), education stage, target language (L2) level, hardware, intervention duration and assessment were analyzed. Results, pedagogical implications, limitations and suggestions for future research with respect to applying mobile devices to pronunciation teaching and learning are reported and interpreted.

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