| Sumario: | This paper is part of a larger study examining the effects of Computer- Assisted Language Learning (CALL) on secondary school students' achievement in learning English pronunciation, which was carried out in December 2016 in Kenya. The paper seeks to determine the difference in English language pronunciation achievement between two groups of secondary school students in Gucha subcounty, Kenya: those taught using CALL and those taught using the traditional method. The content taught was the same, and while the experimental group was exposed to CALL method, the control group was taught through the traditional method. The two groups were tested prior to the implementation of CALL treatment. The findings revealed that CALL positively affects students' achievement in English pronunciation.
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