Technologies for Teaching and Learning L2 Speaking

Blake, Robert R.

doi:10.1002/9781118914069.ch8

Cited by 17 publications

(6 citation statements)

References 39 publications

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“…By providing automated feedback on learners’ speech, ASR technology reduces the cognitive load associated with receiving feedback from teachers, allowing learners to focus on their linguistic production. The finding also aligns with the research on the effectiveness of CALL in promoting L2 speaking skills ( Blake, 2017 ; Cardoso, 2022 ). ASR technology provides a more accurate and objective assessment of learners’ speaking performance than traditional methods of assessment, such as teacher feedback or self-evaluation ( Kim, 2006 ).…”

Section: Discussionsupporting

confidence: 87%

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

Sun

2023

Front. Psychol.

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IntroductionThis study employed an explanatory sequential design to examine the impact of utilizing automatic speech recognition technology (ASR) with peer correction on the improvement of second language (L2) pronunciation and speaking skills among English as a Foreign Language (EFL) learners. The aim was to assess whether this approach could be an effective tool for enhancing L2 pronunciation and speaking abilities in comparison to traditional teacher-led feedback and instruction.MethodsA total of 61 intermediate-level Chinese EFL learners were randomly assigned to either a control group (CG) or an experimental group (EG). The CG received conventional teacher-led feedback and instruction, while the EG used ASR technology with peer correction. Data collection involved read-aloud tasks, spontaneous conversations, and IELTS speaking tests to evaluate L2 pronunciation and speaking skills. Additionally, semi-structured interviews were conducted with a subset of the participants to explore their perceptions of the ASR technology and its impact on their language learning experience.ResultsThe quantitative analysis of the collected data demonstrated that the EG outperformed the CG in all measures of L2 pronunciation, including accentedness and comprehensibility. Furthermore, the EG exhibited significant improvements in global speaking skill compared to the CG. The qualitative analysis of the interviews revealed that the majority of the participants in the EG found the ASR technology to be beneficial in enhancing their L2 pronunciation and speaking abilities.DiscussionThe results of this study suggest that the utilization of ASR technology with peer correction can be a potent approach in enhancing L2 pronunciation and speaking skills among EFL learners. The improved performance of the EG compared to the CG in pronunciation and speaking tasks demonstrates the potential of incorporating ASR technology into language learning environments. Additionally, the positive feedback from the participants in the EG underscores the value of using ASR technology as a supportive tool in language learning classrooms.

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Section: Discussionsupporting

confidence: 87%

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

Sun

2023

Front. Psychol.

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“…It offers opportunities for teaching, learning, and pedagogy (Battro & Fischer, 2012;Kim, 2020). The digital term refers to technologies such as multimedia environments and devices which can present information in real-time and at high speed (Gallardo-Echenique et al, 2016).The rapid growth in the application of digital technologies, especially the computerized mediated instruction devices such as the Internet and computers, has a significant impact on education, society, and many aspects of daily life (Blake, 2017;Jelfs & Richardson, 2012;McGlinn & Parrish, 2002;Pennington & Rogerson-Revell, 2019). Advances in technology and the digital world led to the emergence of virtual worlds to foster asynchronous (offline) and synchronous (online) communications between the users.…”

Section: Digital Technology Use In Second Language Instructionmentioning

confidence: 99%

The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

2021

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Within the field of second language acquisition, pronunciation has received relatively little attention. This lack of research can also be seen in the general lack of systematic pedagogical materials for pronunciation training, effectively reinforcing the "marginalized" nature of pronunciation in the second language classroom (Lee, Plonsky & Saito, 2019). Accordingly, the current study investigated the use of synchronous/asynchronous computer-mediated communication as a method of L2 pronunciation instruction for the phonemic and lexical features of pronunciation. Broadly, the current study examined the effectiveness of face-toface, synchronous, and asynchronous voice computer-mediated communication on EFL learners' pronunciation achievement. In so doing, the study utilized an experimental design with 15 participants in the control group and 30 participants in two experimental groups. There were two types of tests in this study: lexical stress test, and phonemic discrimination test. The results showed the positive effect of CMCoriented instruction compared with F-F instruction on EFL learners' pronunciation development; however, not a significant difference was found between the two CMC instructional modes. The Syn group, on the other hand, tended to vary their ABOUT THE AUTHOR Majid Zeinali Nejad is a Ph.D. candidate in TEFL at Islamic Azad University, Maybod branch. His research interests are language assessment, educational linguistics, and language skills.

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“…Green (2017) highlights the role of social media engagement as a strategy for advanced language acquisition in adult Kanyen'kéha (Mohawk) language learners at Six Nations, in Ontario, Canada. Likewise, other language communities are engaging social media as a language teaching tool (Blake, 2017;Outakoski et al, 2018).…”

Section: Moving Into Colonized Spaces (Digital Transitions)mentioning

confidence: 99%

Indigenous language technologies: Anti-colonial oases in a colonizing (digital) world

Brinklow

2021

WINHEC Journal

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Language technologies are an increasingly common part of daily life for people around the world. Millions of users per day access services like Google Translate and Apple's Siri in a technology ecosystem that favours a handful of the world's most common languages. In a form of digital colonization, Indigenous languages are pushed aside in a profit-based system of research and development that results in both values conflicts and technological misalignments. Despite the hostile environment that disincentivizes the use of Indigenous languages, Indigenous language communities are pushing back by engaging language technologies to proactively support their work of language maintenance and revitalization. This paper argues that Indigenous leadership in the development of language technologies encourages the development of responsive and responsible Indigenous language technologies (ILT) that push back against dominant cultural and technical limitations.

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Technologies for Teaching and Learning L2 Speaking

Cited by 17 publications

References 39 publications

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

Indigenous language technologies: Anti-colonial oases in a colonizing (digital) world

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