<p>Shadowing Technique and Automatic Speech Recognition (ASR) have improved various aspects of L2 learners’ pronunciation and fluency. This study integrated these two techniques into a freshman English curriculum, emphasizing extensive listening input and continuous imitative output. A total of 42 first-year undergraduates participated in a 10-week intervention, during which achievement tests assessed pronunciation accuracy and fluency before and after the speaking treatment. Additionally, a course feedback questionnaire adapted from Davis’ Technology Acceptance Model was used as a quantitative research tool. At the same time, qualitative data from instructor observations and selected interviews were analyzed using grounded theory principles. The results showed a significant improvement in overall pronunciation accuracy and fluency (<i>t</i> = 3.46, <i>p</i> = .001) after the treatment. Students found this oral practice model novel and engaging, and despite occasional challenges or disinterest in speaking practice content, they remained motivated to complete the tasks. Path analysis further indicated that perceived usefulness had a strong positive effect on learning attitudes (<i>β</i> = 0.806, <i>p</i> &lt; .001) and significantly influenced students’ intention to continue using ASR for pronunciation training (<i>β</i> = 0.687, <i>p</i> &lt; .001). These findings provide pedagogical implications for supporting low- to mid-achieving students in developing their speaking skills and fostering self-directed learning. The study highlights the potential of integrating shadowing and ASR technologies to create effective and engaging language learning experiences.</p>