英文老師常會遇到在同一個班級裡面學生彼此間英文程度差異極大的問題。程度最差的學生能認得 並讀得出語音的英文字幾乎是屈指可數；上課中連英文老師正在朗讀的英文單字，這些學生要在教科書 中對應找出都非常困難。面對這種問題，現代科技倒可提供輔助的解決辦法。電腦輔助語言學習，或更 特定的電腦輔助發音教學，這兩種軟體可作爲英文老師教學上的選項，來幫助程度差的學生學習發音。 本硏究試圖要評估「發音大師」這種電腦發音教學軟體的有效性。評估方式是把學生分成兩組：控制組由 任課老師教導，實驗組則接受電腦發音教學軟體的自學訓練。在兩組學生都接受七週共七個小時的訓練 之後，結果發現實驗組跟控制組的學生發音能力進步的幅度幾乎不相上下。這顯示電腦輔助語言教學確有可能減輕大班教學英文任課老師的負擔，同時也可針對學生個別的英文問題，比如像發音或文法，進行補救教學。

Many teachers of English as a second or foreign language have experienced coming into a classroom with learners who have had different amount or types of prior language instruction. The lowest-level students could only utter very limited words and have difficulty matching sounds their teachers pronounce with written words in the text books, and therefore could hardly catch up with their instructors’ paces. The advent of computer-assisted language learning (CALL) or more specifically computer-assisted pronunciation teaching (CAPT) provides EFL (ESL) teachers with new hope and more alternatives to help learners who are lagging behind in pronunciation. The purpose of the current study was to evaluate the effectiveness of a simple pronunciation software called Phonics Master by dividing participants into two groups: control group receiving teacher-led instruction and experiment group receiving training of a computer assisted pronunciation software. Results showed that the improvement of the pronunciation of the experiment group was found to be comparable to the control group after 7 one-hour sessions. This indicated that computer-assisted language teaching could possibly alleviate a teacher’s burden in a sizable class and helped remediate students’ individual problems such as pronunciation or grammar as well.