Using peer-assessment to mitigate variability in graduate students’ phonetic transcription skills

Krueger, Breanna I.

doi:10.1080/02699206.2021.1955300

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…When training SLPs, creating exposures to variable speech production is important for developing categorical classification abilities, which then leads to more accurate transcripts, since the degree of expertise of SLPs seems to influence the accuracy of perceptual classification (Pernon et al., 2022). Due to time constraints in SLP programs, phonetics is often taught early on, usually during the first or second year of college, which implies a considerable time gap between learning phonetic transcription and applying this skill in practicum (Krueger, 2021; Randolph, 2015; Robinson et al., 2011). Some studies have proposed training modules in phonetics to equip SLPs with knowledge of phonetics and phonetic transcription (Hillenbrand et al., 2015; Randolph, 2015; Knight, 2010).…”

Section: A Special Focus On Training Slpsmentioning

confidence: 99%

“…Some studies have proposed training modules in phonetics to equip SLPs with knowledge of phonetics and phonetic transcription (Hillenbrand et al., 2015; Randolph, 2015; Knight, 2010). To provide sufficient feedback during transcription skills training, Krueger (2021) used peer assessment for mitigating individual differences in phonetic transcription skills. Positive feedback from students revealed its advantages in promoting self‐reflection of their transcripts, as well as moderating the variabilities in their transcription skills.…”

Section: A Special Focus On Training Slpsmentioning

confidence: 99%

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Dynamic association between phonemic awareness and disordered speech recognition moderated by transcription training

Chen

Yeh

2023

Intl J Lang & Comm Disor

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BackgroundPhonetic transcription of disordered speech samples is especially crucial for the assessment and treatment of functional or organic speech‐sound disorders. Previous studies show that students who struggle with the identification and segmentation of speech sounds are more likely to encounter difficulties with clinical phonetic transcription.AimsTo clarify the connection between phonemic awareness and phonetic transcription in Mandarin‐speaking undergraduate students, as well as the improvement of these skills after phonetic transcription training.Methods & ProceduresA pretest–post‐test design was adopted for this study. The experimental group (n = 38) consisted of students majoring in audiology and speech–language pathology who were given 12 weeks of transcription training. The control group (n = 33) consisted of audiology and speech–language pathology majors who completed the same module a year earlier without undergoing the transcription training. Two instruments were used to assess their skills: (1) the Phonemic Awareness Skill Test (PA test) and (2) the Phonetic Transcription Skill Test (PT test) designed for the purposes of the present study.Outcomes & ResultsPerformance on most subtests of the PT and PA tests improved significantly at post‐test for the experiment group, although only PT training was provided. After phonetic transcription training, the relationship between phonemic addition abilities and phonetic transcription strengthened. Phonemic identification was found to be a predictor of undergraduate students’ PT skills of disordered speech samples.Conclusions & ImplicationsResults from this study provide insights into the role of phonetic transcription training in improving phonemic awareness and phonetic transcription skills.What This Paper AddsWhat is already known on the subjectPhonetic transcription of disordered speech samples is especially crucial for the assessment and treatment of functional or organic speech‐sound disorders. Phonemic awareness is not only an essential ability for reading alphabetic language but also associated with acquiring phonetic transcription skills.What this paper adds to existing knowledgeA dynamically changing association between phonemic transcription and phonetic transcription during transcription training was reported. Phonetic transcription training of disordered speech samples acted as a driving force for deeper relationships between the two skills.What are the potential or actual clinical implications of this work?Training phonetic recognition and transcription equips future and practising speech–language pathologists with better skills in managing speech‐sound disorders. Implications for phonemic awareness training also have the potential to extend to the literacy skills of alphabetic language speakers.

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Section: A Special Focus On Training Slpsmentioning

confidence: 99%

Section: A Special Focus On Training Slpsmentioning

confidence: 99%

Dynamic association between phonemic awareness and disordered speech recognition moderated by transcription training

Chen

Yeh

2023

Intl J Lang & Comm Disor

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Implementation of an automated grading tool for phonetic transcription training

Atkins

Bailey

Seals

2022

Clinical Linguistics & Phonetics

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Learner training for phonetic transcription of typical and/or disordered speech: A scoping review

Lee,

Bessell

2024

Intl J Lang & Comm Disor

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BackgroundPhonetic transcription is a core skill of speech and language therapists/pathologists (SLT/Ps) for clinical assessment of speech sounds and/or errors, and linguists for investigation of phonetic phenomena in various languages; hence, it is included in the curriculum of the corresponding degree programme. Many experts and course instructors have discussed their opinions on different aspects of phonetic transcription teaching and/or reported their own training programmes. However, no review has systematically summarized the types of expert recommendations and training methodology reported in the literature. Such information is important for mapping the knowledge gaps, refining current teaching and planning further research.AimsTo systematically summarize (1) the materials and procedures for delivering and evaluating phonetic transcription training programmes, and (2) the opinions from experts in phonetic transcription teaching regarding but not limited to the content, rationale(s), format and structure, and timing of teaching phonetic transcription of typical speech and/or disordered speech reported in the literature.Methods & ProceduresA scoping review was carried out by following the Joanna Briggs Institute methodology. PubMed, EBSCOhost and Web of Science were searched and citation searching of included papers was completed. The included papers were divided into training programme reports, of which data (e.g., type and number of speech stimuli used, type and number of learners, outcome measures) were charted, and expert opinion papers, analysed using content analysis.Main contributionA total of 565 studies were retrieved. After excluding duplicates and irrelevant papers and merging two sources that reported the same training, a total of 23 sources on training programmes and six opinion papers were analysed. Most training were for English and for SLT/P students, with some for the linguistics students. There are variations in the training content (with phonetic transcription practice as the main procedure), delivery mode (some presented via websites or computer software), stimuli (audio recordings of typical adults and children with speech disorders were most used), feedback (mostly immediate feedback using answer keys) and outcome measures (mainly transcription accuracy of learners and user opinions). Content analysis of opinion papers determined five main categories: rationale for training; aspects of the delivery of training; transcription; problem areas noted; and strategies/resources.Conclusions & ImplicationsImplications and considerations for teaching are discussed, along with recommendations for research in the design of evidence‐based training. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre‐registration competencies.WHAT THIS PAPER ADDSWhat is already known on this subject Phonetic transcription is a core skill of SLT/Ps and linguists for clinical speech assessment and research, and it is an important component in the curriculum of the relevant degree programmes. Many experts and course instructors have discussed their opinions regarding phonetic transcription teaching and/or reported their own training programmes in various sources such as books and book chapters, research papers and conference proceedings.What this paper adds to the existing knowledge The paper reports a scoping review that systematically summarized the materials and procedures for delivering and evaluating phonetic transcription programmes and experts’ opinions and recommendations for phonetic transcription teaching, reported in the literature. The data from these two types of sources allowed an integrated discussion of the various aspects of phonetic transcription training, such as content, format and structure, materials and timing of teaching and the evaluation of training efficacy.What are the potential or actual clinical implications of this work? The data synthesized and discussed provide a foundation for a review of current practice in phonetic transcription teaching in SLT education. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre‐registration competencies.

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Using peer-assessment to mitigate variability in graduate students’ phonetic transcription skills

Cited by 3 publications

References 22 publications

Dynamic association between phonemic awareness and disordered speech recognition moderated by transcription training

Dynamic association between phonemic awareness and disordered speech recognition moderated by transcription training

Implementation of an automated grading tool for phonetic transcription training

Learner training for phonetic transcription of typical and/or disordered speech: A scoping review

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