http://www.ijirss.com/index.php/ijirss <p>International Journal of Innovative Research and Scientific Studies (IJIRSS) is a forum to exchange applied research and knowledge across multiple distinct academic disciplines or fields of study. It caters to interdisciplinary, multidisciplinary, and transdisciplinary research and innovation in emerging fields of scientific studies.</p> <p>Open Access Policy: This journal operates under an Open Access model, providing free and unrestricted access to readers worldwide. Article Processing Charges (APCs) are covered by the authors or their affiliated institutions.</p> <p>Journal Ranking</p> <ul> <li>Scimago: Q3 (Multidisciplinary Category)</li> <li>Impact Score: 1.40</li> </ul> <p>Rapid Publication Timeline: Submitted manuscripts undergo a rigorous peer-review process, with initial editorial decisions communicated to authors within approximately 20 working days of submission. Following acceptance, the publication process is completed within 10 days (based on median values for articles published in 2025).</p> <p>Reviewer Recognition: In recognition of their essential contributions, reviewers who submit timely and comprehensive peer-review reports are awarded discount vouchers. These vouchers can be applied toward the APC of their next submission to the journal.</p> <h3 class="" data-start="98" data-end="121"><strong data-start="102" data-end="121">Indexing Policy</strong></h3> <p class="" data-start="123" data-end="370">Indexing of published articles is solely at the discretion of indexing databases and services. As a publisher (or editor), we do not have any control over the indexing process, including decisions regarding inclusion or the timeline for coverage.</p> <p class="" data-start="372" data-end="623"><strong><em>We cannot guarantee that any specific article will be indexed by a particular database, nor can we influence how or when this may occur. Indexing decisions are made independently by each indexing platform according to their own criteria and schedules.</em></strong></p> <p class="" data-start="625" data-end="789">As such, indexing is not part of our operational responsibilities. We kindly request all authors to understand this distinction and manage expectations accordingly.</p> <p class="" data-start="791" data-end="987"><strong data-start="791" data-end="807">Please note:</strong> <strong><em>The Article Processing Charge (APC) is non-refundable once the article has been published</em></strong>, except in cases where publication is canceled due to an error or decision from our side.</p> Innovative Research Publishing en-US International Journal of Innovative Research and Scientific Studies 2617-6548 http://www.ijirss.com/index.php/ijirss/article/view/11309 <p>This study examines how first-year English majors at Hanoi Metropolitan University, Vietnam perceive ELSA Speak as a pronunciation learning tool, with a focus on learner autonomy, technological affordances, and institutional constraints within mobile-assisted language learning (MALL). Using a convergent parallel mixed-method design, the study collected quantitative data from 110 participants through a structured survey (Cronbach's alpha = 0.87) and qualitative data from semi-structured interviews with 24 purposively selected participants. Data were analysed using SPSS 26.0, thematic analysis following <a href="#_ENREF_1">Braun and Clarke [1]</a> and NVivo 12, within a theoretical framework integrating the Technology Acceptance Model and Self-Determination Theory. 77.3% percent of the participants found ELSA Speak effective or highly effective for improving their pronunciation. Learners reported increased confidence (81.8%) and motivation (68.2%), and they considered instant phoneme feedback the most valuable feature (M = 4.2, SD = 0.7). Three primary constraints were consistently cited: inadequate contextual practice (forty point nine percent), the expense associated with premium functionalities (36.4%), and connectivity issues (31.8%). Qualitative examination identified accent bias within speech recognition as a prevalent concern, specifically impacting the precision of feedback for English spoken with a Vietnamese accent. These observations indicate that ELSA Speak facilitates pronunciation practice and learner autonomy, despite accent bias, an over-dependence on automated feedback, and a restricted emphasis on suprasegmental features representing notable limitations. Therefore, educators should use ELSA Speak in blended learning environments that combine AI tools with traditional teaching methods. At the same time, institutions should address accessibility issues related to cost and infrastructure.</p> Vuong Thi Hai Yen Nguyen Thi Thu Huyen Copyright (c) 2026 https://creativecommons.org/licenses/by-nc/4.0 2026-03-03 2026-03-03 9 3 1 10 10.53894/ijirss.v9i3.11309