Effects of Automatic Speech Recognition Software on Pronunciation for Adults with Different Learning Styles

Autor/inn/en	Evers, Katerina; Chen, Sufen
Titel	Effects of Automatic Speech Recognition Software on Pronunciation for Adults with Different Learning Styles
Quelle	In: Journal of Educational Computing Research, 59 (2021) 4, S.669-685 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evers, Katerina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120972011
Schlagwörter	Automation; Computer Assisted Instruction; Computer Software; Pronunciation Instruction; Second Language Learning; Business English; Adult Students; Cognitive Style; Visual Learning; Verbal Learning; Student Improvement; Oral Reading; Performance Factors; Feedback (Response); Error Correction; Peer Teaching; Instructional Effectiveness; Speech Communication; Foreign Countries; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Ausspracheübung; Zweitsprachenerwerb; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cognitive styles; Kognitiver Stil; Visual education; Visuelles Lernen; Verbales Lernen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leistungsindikator; Korrektur; Peer group teaching; Peer Group Teaching; Unterrichtserfolg; Ausland
Abstract	This study investigated how learning styles (visual/verbal) and the use of Automatic Speech Recognition (ASR) software affect English as a Second Language adult learners' improvement during a 12-week course focusing on pronunciation. In the control group (n = 28), the teacher corrected and gave feedback on the adult learners' pronunciation; experimental group 1 (n = 33) used dictation ASR along with peers' correction; and experimental group 2 (n = 31) used dictation ASR alone. Their pre- and post-tests on pronunciation in reading tasks and live conversation were analyzed with their learning styles taken into account, using 2-way ANCOVA. The results suggest that learning styles made a significant difference in the pronunciation performance of the reading task in all groups. Visual style learners outperformed verbal style learners in the reading task. The combination of ASR and peer correction yielded the highest improvement in both reading tasks and live conversation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01