Adaptive Corrective Feedback in Second Language Learning

Vries, Bart Penning de; Cucchiarini, Catia; Strik, Helmer; Hout, R.W.N.M. van

doi:10.1007/978-3-642-20074-8_1

Cited by 10 publications

(5 citation statements)

References 36 publications

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“…Computer-assisted pronunciation training (CAPT) tools are ideal and attractive for language learning since they provide learner autonomy and individualized and tireless instruction [1]. When these tools are well designed, it is expected to provide learners with more pronunciation practice than in traditional courses [2], real time and consistent feedback [3], and the automatic measurement of pronunciation quality [4].…”

Section: Introductionmentioning

confidence: 99%

Design and Evaluation of Mobile Computer-Assisted Pronunciation Training Tools for Second Language Learning: a Ph.D. Thesis Overview

Tejedor-Garcı́a¹,

Cardeñoso-Payo²,

Mancebo³

2021

IberSPEECH 2021

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Recent advances on speech technologies (automatic speech recognition, ASR, and text-to-speech, TTS, synthesis) have led to their integration in computer-assisted pronunciation training (CAPT) tools. However, pronunciation is an area of teaching that has not been developed enough since there is scarce empirical evidence assessing the effectiveness of CAPT tools and games that include ASR/TTS. In this manuscript, we summarize the findings presented in Cristian Tejedor-García's Ph.D. Thesis (University of Valladolid, 2020). In particular, this dissertation addresses the design and validation of an innovative CAPT system for smart devices for training second language (L2) pronunciation at the segmental level with a specific set of methodological choices, such as the inclusion of ASR/TTS technologies with minimal pairs, learner's native-foreign language connection, a training cycle of exposure-perceptionproduction, and individual/social approaches. The experimental research conducted applying these methodological choices with real users validates the efficiency of the CAPT prototypes developed for the four main experiments of this dissertation about English and Spanish as L2. We were able to accurately measure the relative pronunciation improvement of the individuals who trained with them. Expert raters on phonetics' subjective scores and CAPT's objective scores showed a strong correlation, being useful in the future to be able to assess a large amount of data and reducing human costs.

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Section: Introductionmentioning

confidence: 99%

Design and Evaluation of Mobile Computer-Assisted Pronunciation Training Tools for Second Language Learning: a Ph.D. Thesis Overview

Tejedor-Garcı́a¹,

Cardeñoso-Payo²,

Mancebo³

2021

IberSPEECH 2021

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“…Although much CF research concerns spoken production (Sheen 2010), CF research using CALL has mainly been limited to the written modality. However, by incorporating Automatic Speech Recognition (ASR) in a CALL environment, it is possible to study the effect of CF on oral production (Penning de Vries et al 2011). With an ASR-based CALL system it is possible to run experiments in which learners practice speaking the L2, individually and with consistent CF, with controlled L2 input, and where all learner-system interactions are logged for analysis of the learning process.…”

Section: Introductionmentioning

confidence: 99%

Effect of corrective feedback for learning verb second

Vries

Cucchiarini

Bodnar

et al. 2016

International Review of Applied Linguistics in Language Teaching

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This paper presents a detailed study on the role of corrective feedback (CF) in the development of second language (L2) oral proficiency. Learners practiced speaking with a computer-assisted language learning (CALL) system that employs automatic speech recognition (ASR) technology to provide CF. The system tracks learner behaviour by logging the system-user interactions. Two language learning conditions are compared. In the CF condition learners received immediate, automatic CF on the grammaticality of their spoken output. In theOCF condition, learners practiced speaking with the option to self-correct. The target structure under investigation is Dutch verb second (V2) in the main clause. The results show that learner proficiency improved in both conditions. The CF condition shows an additional benefit for learning that is related to the learner’s initial knowledge of the target structure (which we call V2 proficiency). Learners at a lower V2 proficiency level benefitted more from practice with CF than learners in the NOCF condition. Learner evaluations are in line with these results: both the CF and the NOCF groups positively evaluated practice with the system, but the CF condition was preferred by learners starting at a lower V2 proficiency level. For more information on these outcome measures, we investigated the learners’ behaviour during practice. The two groups were found to receive equal amounts of input, but learners in the CF condition produced more (grammatically correct) output during treatment. We found that the CF group repaired their errors in fewer attempts as they progressed through practice. Learners in the NOCF condition generally did not (attempt to) repair their errors. However, the learners answered correctly more often as they progressed in the training. The log data, therefore, shows learning of the target structure in both conditions. We discuss these results and how learning outcome is related to learner behaviour.

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Section: Introductionmentioning

confidence: 99%

“…In the FASOP (Feedback and the Acquisition of Syntax in Oral Proficiency) project [1], we study the effectiveness of different forms of corrective feedback (CF) on speaking proficiency through the use of a Computer-assisted Language Learning (CALL) system that employs Automatic Speech Recognition (ASR) [2]. A considerable body of Second Language Acquisition (SLA) research indicates that a clear understanding of the role of corrective feedback in oral proficiency still eludes us [2,3,4]. There is evidence that this might be due to the fact that it has not hitherto been possible to create appropriate research conditions to offer feedback that is systematic, consistent, intensive, and clear enough to be perceived as such, and that provides opportunity for self-repair and modified output [5].…”

Section: Introductionmentioning

confidence: 99%

“…Feedback provided by the system can indeed be systematic, consistent, intensive, clear enough to be perceived as such, while opportunities for self-repair and modified output can also be offered. Furthermore, the feedback can in principle be tailored to the learners needs [2,3]. Finally, an additional advantage of using a CALL-system is that all learner-system interactions can be logged and are thus available for investigating the effect of feedback and the learner reactions from different perspectives.…”

Section: Introductionmentioning

confidence: 99%

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Feedback in an ASR-based CALL system for L2 syntax: a feasibility study

Bodnar,

Vries,

Cucchiarini

et al. 2011

Speech and Language Technology in Education (SLaTE 2011)

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In the FASOP project, we are interested in using CALL systems to study issues in foreign language learning, particularly those related to the acquisition of spoken proficiency. Specifically, we use ASR in a CALL system that provides oral practice exercises to investigate the role of corrective feedback in syntax acquisition of Dutch L2. To investigate the feasibility of this proposal we built and tested a CALL system in a pilot experiment. This paper analyses the accuracy of the feedback in the system, showing that it performs accurately. We also provide an overview of learner behaviour in the exercises, with a view to understanding how learners respond to feedback, and to system errors. Based on our analysis, we suggest ways of improving the feedback that might increase training effectiveness without exceeding the limits of the ASR technology.

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Adaptive Corrective Feedback in Second Language Learning

Cited by 10 publications

References 36 publications

Design and Evaluation of Mobile Computer-Assisted Pronunciation Training Tools for Second Language Learning: a Ph.D. Thesis Overview

Design and Evaluation of Mobile Computer-Assisted Pronunciation Training Tools for Second Language Learning: a Ph.D. Thesis Overview

Effect of corrective feedback for learning verb second

Feedback in an ASR-based CALL system for L2 syntax: a feasibility study

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