The purpose of this dissertation was to understand and compare the effect of training non-native English Speaking (NNES) learners (N = 480) in two distinct learning environments, (i) traditional face-to-face and (ii) online synchronous hybrid learning (SHL). In the traditional training mode, NNES learners (n = 360) were trained by NNES voice and accent (VANC) trainers in a physical, face-to-face setting. In the second, CAPT+SHL training mode, the NNES learners were trained by NNES VANC trainers with the help of a native-English computer-assisted pronunciation training (CAPT) tool in an online SHL environment. Factor analysis, higher-order factor analysis, hierarchical cluster analysis, and multidimensional scaling yielded a reliable scale, Eddie's Voice Test (EVT). Multiple regression yielded a predictive model between NNES pronunciation and their performance. In addition, the CAPT+SHL training mode produced higher scores on pronunciation and performance than the traditional training mode, suggesting a combination of NES and NNES VANC instructors are more effective in training NNES learners than NNES instructors by themselves. The case study (n = 3) on VANC trainers' perception of CAPT and SHL yielded three themes: (1) challenges with synchronous hybrid learning (sub-themes include physical challenges, social challenges, and cognitive challenges); (2) computer-assisted pronunciation training (CAPT) impact on non-native-English-speaking (NNES) learner pronunciation (sub-themes include self-paced pronunciation learning and pronunciation benchmarking; and (3). SHL as an equitable learning environment.