Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility

Lee, Bradford; Bailey, Justin

doi:10.1080/09658416.2022.2091143

Language Awareness

2022

DOI: 10.1080/09658416.2022.2091143

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Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility

Bradford Lee

Justin Bailey

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2024

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Cited by 2 publications

References 51 publications

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EFL Learner Perceptions and Engagement of a Customized AI-led Class

Lee

2024

RELC Journal

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Technological advancement has enabled language educators to employ AI virtual humans as online instructors by customizing their characteristics, such as English varieties, to meet learners’ needs and preferences. As AI instructors become a viable option in classrooms, how they affect language learners’ learning warrants investigation. Building upon social presence theory regarding interpersonal relationships in an online environment, this study aimed to examine the role of social presence and AI instructors’ credibility in fostering learner engagement. Additionally, it examined the effects of variables within instructors on instructor credibility and learner engagement. In the study, a 2 (human or AI) x 2 (native or non-native English-speaking teacher) between-subjects design was utilized in an online experiment with 120 English learners. Regression and mediation analyses revealed, in AI-led classes, social presence positively influenced learner engagement, with instructor credibility fully mediating this relationship. According to a two-way MANOVA analysis used to examine the effects of humanness and nativeness on credibility and engagement, no evidence was found to support a difference between AI instructors and their human counterparts when observing learners’ perceptions and engagement, regardless of whether the instructors were NESTs or NNESTs. The results show that AI instructors can be a viable alternative in language classes.

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EFL Learner Perceptions and Engagement of a Customized AI-led Class

Lee

2024

RELC Journal

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Listener engagement: the missing link in research on accented speech

Lee

2022

International Review of Applied Linguistics in Language Teaching

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Reverse linguistic stereotyping (RLS) is a process whereby a speaker’s perceived group membership triggers differential perception of aspects of their speech. RLS has been suggested to cause drops in intelligibility and recall, though why perception of a non-existent accent can negatively affect listening outcomes has not been sufficiently elucidated. The current study suggests an explanation may lie in differential levels of engagement among listeners. A sample of 430 Japanese university students listened to a short speech from either a speaker of Chinese Pronunciation of English or Received Pronunciation and rated them on aesthetics, comprehensibility, perceived intelligibility, engagement, and recall. Multiple linear regression suggested that only engagement served as a significant predictor to recall, though the other variables all had significant indirect effects when engagement was included as a mediating variable. These results indicated that listener engagement is a key variable which may help improve our understanding of accented speech perception.

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Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility

Cited by 2 publications

References 51 publications

EFL Learner Perceptions and Engagement of a Customized AI-led Class

EFL Learner Perceptions and Engagement of a Customized AI-led Class

Listener engagement: the missing link in research on accented speech

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