Impact of Blended Teaching on English Pronunciation Accuracy among College Students in Hunan, China: A systematic Literature Review

Abstract

This study investigates the impact of blended teaching approaches on English pronunciation accuracy among college students in Hunan Province, using music-related instruction as a contextual example. It explores how classroom-based instruction combined with technology-mediated pronunciation practice enhances second language learning outcomes. Employing a systematic literature review that integrates content analysis and bibliometric analysis, the study synthesises empirical and theoretical research published between 2000 and 2025 in both English and Chinese academic databases. The search employed key terms such as blended learning, computer-assisted pronunciation training (CAPT), English as a Foreign Language (EFL), and pronunciation accuracy, resulting in a dataset of 126 relevant studies. The bibliometric results highlight a growing academic interest in technology-assisted pronunciation instruction, especially through automated speech recognition (ASR) and CAPT applications. Content analysis further reveals that effective blended teaching depends on pedagogical alignment between human instruction and digital feedback tools, which together enhance phonemic discrimination, stress control, and communicative fluency. However, the outcomes are influenced by institutional readiness, teacher competence, and learner motivation. The study concludes that blended teaching represents a sustainable pedagogical framework for improving English pronunciation in Chinese higher education. Its long-term success relies on continuous faculty development, robust digital infrastructure, and cohesive integration between technology and pedagogy. The combined analytical approach offers both quantitative mapping and qualitative interpretation, providing valuable insights for educators, policymakers, and researchers seeking to optimise pronunciation instruction through blended learning.