Despite positive evidence demonstrating the pedagogical benefits of Text-To-Speech (TTS) synthesisers for second/foreign language learning (Liakin, Cardoso, & Liakina, 2017), there is a need for up-to-date formal evaluations, specifically regarding its potential to promote learning. This study evaluates the voice quality of a TTS system in comparison with a human voice, and examines its pedagogical potential for use in an English as a Foreign Language (EFL) setting in terms of speech quality, ability to be understood by L2 users, and potential to focus on a specific language form. EFL learners in Brazil completed four tasks to evaluate the quality of TTS-generated texts. Results suggest that the TTS voice performed equally as well as the human voice in almost every assessment measure, demonstrating a high level of intelligibility and the ability to provide learners with opportunities to notice linguistic forms. [For the complete volume, see ED578177.]