Increasing Engagement in Automatic Speech Recognition-Infused Interactive Speaking Activities: The Impact of Video Perspective.
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| Title: | Increasing Engagement in Automatic Speech Recognition-Infused Interactive Speaking Activities: The Impact of Video Perspective. |
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| Authors: | Nakamura, Sachiko1 (AUTHOR) sachiko.nakamura.b6@tohoku.ac.jp, Spring, Ryan1 (AUTHOR) spring.ryan.edward.c4@tohoku.ac.jp, Hamagami, Keina2 (AUTHOR) hamagami.k@office.usp.ac.jp, Otsuki, Atsuko3 (AUTHOR) aotsuki11221029@gmail.com |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 2, p229-254. 26p. |
| Subject Terms: | *English as a foreign language, *Student engagement, Automatic speech recognition, Perspective (Art), Speech acts (Linguistics), Immersive design, Oral communication |
| Abstract: | Although automatic speech recognition (ASR) technology has become widely used in English as a foreign language (EFL) education, most research and implementations focus on pronunciation alone. However, this study utilized ASR to create an interactive video-watching and speaking activity to teach indirect speech acts to EFL learners, focusing on the video perspective; that is, whether the watcher is situated as a third-person observer of a situation or as a first-person participant within the video. While the former potentially provides more context clues, the latter may be more engaging, resulting in a more immersive experience. This difference is particularly important when learning indirect speech acts, which often involve uncomfortable situations and face-threatening acts. We created two online activities in which EFL learners watched a video and then responded via ASR, one from a first-person and one from a third-person perspective. Pre- and posttests were used to measure improvement, engagement statistics (clicks and percentage correct) were taken from the online activities, and simple post-treatment surveys were taken. The results indicate that learners improved overall, and that practicing with first-person videos provided a more engaging activity that had a more discernible impact on pre- to posttest improvement, which was corroborated by survey responses. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194944958 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Increasing Engagement in Automatic Speech Recognition-Infused Interactive Speaking Activities: The Impact of Video Perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nakamura%2C+Sachiko%22">Nakamura, Sachiko</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sachiko.nakamura.b6@tohoku.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Spring%2C+Ryan%22">Spring, Ryan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> spring.ryan.edward.c4@tohoku.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Hamagami%2C+Keina%22">Hamagami, Keina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> hamagami.k@office.usp.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Otsuki%2C+Atsuko%22">Otsuki, Atsuko</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> aotsuki11221029@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2026, Vol. 43 Issue 2, p229-254. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Automatic+speech+recognition%22">Automatic speech recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+%28Art%29%22">Perspective (Art)</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+acts+%28Linguistics%29%22">Speech acts (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although automatic speech recognition (ASR) technology has become widely used in English as a foreign language (EFL) education, most research and implementations focus on pronunciation alone. However, this study utilized ASR to create an interactive video-watching and speaking activity to teach indirect speech acts to EFL learners, focusing on the video perspective; that is, whether the watcher is situated as a third-person observer of a situation or as a first-person participant within the video. While the former potentially provides more context clues, the latter may be more engaging, resulting in a more immersive experience. This difference is particularly important when learning indirect speech acts, which often involve uncomfortable situations and face-threatening acts. We created two online activities in which EFL learners watched a video and then responded via ASR, one from a first-person and one from a third-person perspective. Pre- and posttests were used to measure improvement, engagement statistics (clicks and percentage correct) were taken from the online activities, and simple post-treatment surveys were taken. The results indicate that learners improved overall, and that practicing with first-person videos provided a more engaging activity that had a more discernible impact on pre- to posttest improvement, which was corroborated by survey responses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/calico-2024-0028 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 229 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Automatic speech recognition Type: general – SubjectFull: Perspective (Art) Type: general – SubjectFull: Speech acts (Linguistics) Type: general – SubjectFull: Immersive design Type: general – SubjectFull: Oral communication Type: general Titles: – TitleFull: Increasing Engagement in Automatic Speech Recognition-Infused Interactive Speaking Activities: The Impact of Video Perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nakamura, Sachiko – PersonEntity: Name: NameFull: Spring, Ryan – PersonEntity: Name: NameFull: Hamagami, Keina – PersonEntity: Name: NameFull: Otsuki, Atsuko IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: CALICO Journal Type: main |
| ResultId | 1 |
