The Impact of ASR-based Interactive Video Activities on Speaking Skills: Japanese EFL Learners' Perceptions.

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Bibliographic Details
Title:	The Impact of ASR-based Interactive Video Activities on Speaking Skills: Japanese EFL Learners' Perceptions.
Authors:	Sachiko Nakamura¹ sachiko.nakamura.b6@tohoku.ac.jp, Spring, Ryan¹ spring.ryan.edward.c4@tohoku.ac.jp, Shizuka Sakurai¹ shizuka.sakurai.c4@tohoku.ac.jp
Source:	TESL-EJ. Feb2024, Vol. 27 Issue 4, p1-18. 18p.
Subject Terms:	Student assignments, Student engagement, Student attitudes, Student-centered learning, Pronunciation
Abstract:	This study looked at how practically ASR-based interactive video assignments can be integrated into EFL classrooms for additional out-of-class speaking practice, and what effects it will have on students. We created an ASR-based interactive video assignment using Google Scripts and gave it to students as a homework assignment between lessons in which students were learning to give opinions and respond to interrogatives. We used pre- and post-treatment surveys to examine shifts in students' attitudes and gather their responses pertaining to the interactive video assignment. In general, students thought the assignment was good practice, and the majority of students showed positive shifts in confidence and feelings of liking English (p < .001 for both, rs =.28 and rs =.48, respectively). However, we found that students overfocused on pronunciation, especially when they were more proficient learners (p =.035, r =.015). Therefore, we believe that while the activity was somewhat successful, the feedback likely needs to be changed for ASR-based systems when the focus should not be pronunciation. Future possibilities are also discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study looked at how practically ASR-based interactive video assignments can be integrated into EFL classrooms for additional out-of-class speaking practice, and what effects it will have on students. We created an ASR-based interactive video assignment using Google Scripts and gave it to students as a homework assignment between lessons in which students were learning to give opinions and respond to interrogatives. We used pre- and post-treatment surveys to examine shifts in students' attitudes and gather their responses pertaining to the interactive video assignment. In general, students thought the assignment was good practice, and the majority of students showed positive shifts in confidence and feelings of liking English (p < .001 for both, rs =.28 and rs =.48, respectively). However, we found that students overfocused on pronunciation, especially when they were more proficient learners (p =.035, r =.015). Therefore, we believe that while the activity was somewhat successful, the feedback likely needs to be changed for ASR-based systems when the focus should not be pronunciation. Future possibilities are also discussed. [ABSTRACT FROM AUTHOR]
ISSN:	10724303
DOI:	10.55593/ej.27108a5