SCLT argues that learning in social context is critical to subsequent efficient functioning. (Notice that I said "efficient," not "effective.") The "behaviours," in our case, new or changed pronunciation, are so intimately tied to the learner's social and psychological make up and identity that socially appropriate performance of them later is predominately a question of experientially "returning" to scene of the initial practice (emotionally, at least) for access to the new skills or words.
See Acton (1984) and the--VERY SOON FORTHCOMING LATER THIS MONTH--AH-EPS Instructor's Guide and Student Workbook for more on the specifics of that and how to build it in systematically into pronunciation homework assignments.
Keep in touch . . . especially as you practice your new pronunciation!