Computer-mediated input, output and feedback in the development of L2 word recognition from speech

Abstract

This paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/ post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to a control group (n = 31) or to one of two alternative treatment levels which used a web-based computer application enabling self-determined opportunities to repeatedly listen to and reconstruct spoken target text into its written form. Treatment group one (n = 30) received text feedback after each of their efforts at target text reconstruction, whereas treatment group two (n = 35) did not. Results indicated that word recognition gain scores of those who used the application, regardless of treatment level, were significantly higher than those of the control group. The relationship between the quantity of self-determined exposure to input and word recognition improvements was moderate but not linear, with those choosing moderate levels of speech input deriving the greatest measurable improvement. Neither increased levels of modified output nor the provision of text feedback were associated with significant improvements in word recognition gain scores. Implications for computer-mediated approaches for the development of L2 WRS are described and areas for future empirical research are suggested.

Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

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What Frequency Word Level Needed to have L2 Listening Comprehension

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“…The previous research revealed the importance of WRS as component of spoken language processing and the foundation of listening comprehension. 8 continuously explored suggestive previous result of the effectiveness of computer-mediated approaches which facilitate increased levels of exposure to input, increased production of output, and the delivery of feedback. Receptive vocabulary knowledge test and word recognition test were used, and it revealed that the use of the application, either with or without text feedback, was associated with significant improvements in L2 WRS and positive effects in intervention target words.…”