| Summary: | Presently, the utilization of an automated pronunciation scoring system holds significant importance in the endeavor to enhance the pronunciation skills of non-native learners. A plethora of research endeavors have been dedicated to exploring the various factors that contribute to students' satisfaction with this technology. This particular investigation, however, narrows its focus to examine the influence of interface quality, system quality, and perceived usefulness of the automated pronunciation scoring system on students' levels of satisfaction. The approach employed in this study is quantitative, employing a cross-sectional design, and data was gathered through a survey questionnaire administered to a sample of 250 students from two universities in Malaysia. The collected data were subjected to analysis utilizing Structural Equation Modelling Partial Least Square (SEM-PLS), complemented by SmartPLS3.3 software. The outcomes of this analysis unequivocally indicate that both system quality and the perceived usefulness of the automated pronunciation scoring system significantly and positively impact students' satisfaction. However, it was found that the interface quality does not wield a significant influence on students' overall satisfaction. In conclusion, this investigation has successfully identified and explored the critical factors that contribute to students' satisfaction when utilizing an automated pronunciation scoring system. Moreover, the study establishes a strong correlation between the implementation of such a system and heightened levels of student satisfaction. These findings underscore the importance of diligently attending to interface quality, system quality, and perceived usefulness to optimize the effectiveness of an automated pronunciation scoring system. It is crucial for instructors to play an active role in ensuring that users are adept at navigating and interacting with the system, fostering a positive and fruitful learning experience. © 2023 The Authors. Published by IASE.
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