Mobile-First Phonetics: The Disconnect Between Smartphone Readiness and Pronunciation Proficiency in EFL Contexts

Background: University students are increasingly characterized as digital natives, yet it remains unclear whether this digital readiness translates to effective pronunciation learning strategies. This study investigates the disconnect between smartphone ownership and effective utilization of mobile-assisted language learning (MALL) tools for pronunciation development.Methods: A survey of 79 first-year English Philology students analyzed device usage patterns, app selection behaviors, and the relationship between phonetic knowledge (International Phonetic Alphabet) and pronunciation confidence. Data were collected January 12–27, 2026, and analyzed using descriptive statistics and Pearson correlation analysis.Results: While 92.4% of students use smartphones for English learning, the majority rely on general translation tools (e.g., Google Translate, 25.3%) rather than dedicated pronunciation applications. Notably, knowledge of the International Phonetic Alphabet (IPA) showed a significant positive correlation with pronunciation confidence (r = 0.429, 95% CI [0.22, 0.60], p < 0.001). Additionally, 19% of students reported inadequate teacher support for pronunciation instruction.Conclusion: A significant “hardware-software gap” appears to exist: students possess the mobile infrastructure for AI-assisted pronunciation learning but may lack effective tool selection strategies and foundational phonetic knowledge. Within similar EFL contexts, curricula might benefit from shifting from general app recommendations toward specialized, mobile-first tools that integrate IPA visualization to bridge the gap between device access and phonetic competency.