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Recent advances on speech technologies (automatic speech recognition, ASR, and text-to-speech, TTS, synthesis) have led to their integration in computer-assisted pronunciation training (CAPT) tools. However, pronunciation is an area of teaching that has not been developed enough since there is scarce empirical evidence assessing the effectiveness of CAPT tools and games that include ASR/TTS. In this manuscript, we summarize the findings presented in Cristian Tejedor-García's Ph.D. Thesisdoi:10.21437/iberspeech.2021-35 fatcat:2fnotwrcurgmpopreykvo7wnwe