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Article published In: Journal of Second Language Pronunciation
Vol. 5:1 (2019) ► pp.98–118

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ASR-based dictation practice for second language pronunciation improvement

 | Southern Illinois University
Published online: 13 March 2019
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https://doi.org/10.1075/jslp.16034.mcc
Abstract
In pronunciation learning, there is a need for resources and tools that help students monitor their speech or provide feedback on errors. While researchers have seen ASR-based technologies as potential tools, little attention has been paid to dictation programs, which have been criticized for low levels of recognition, but offer advantages such as accessibility and flexibility. This study examines two groups of learners in a pronunciation workshop: CONV, which had fully face-to-face instruction, and HYBRID, which had half of the instruction face-to-face and half using the computer, practicing production using a dictation program, Windows Speech Recognition. Results show that both groups improved from pre- to post-test and that there were no statistically significant differences between the two groups. Results indicate that dictation programs may be useful as a complement to face-to-face pronunciation teaching, especially if in-class time for pronunciation teaching is limited.
Article outline
  • 1.Introduction
    • 1.1Autonomy and strategy use in language learning
    • 1.2Computer assisted pronunciation training
    • 1.3Benefits of ASR technology for pronunciation learning
    • 1.4Choosing dictation programs
    • 1.5Research question
  • 2.Methodology
    • 2.1Participants
    • 2.2Workshop design
    • 2.3Language learning logs
    • 2.4Pre- & post-workshop recordings
    • 2.5Raters
    • 2.6Analysis of ratings
  • 3.Results
    • 3.1Time spent on activities
    • 3.2Inter-rater reliability
    • 3.3Student improvement
  • 4.Discussion and conclusion
  • Note
  • References
References (54)
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