View in EDS

From Output to Input: Using Echo-STT Rehearsal to Enhance L2 Listening Comprehension.

Saved in:
Bibliographic Details
Title: From Output to Input: Using Echo-STT Rehearsal to Enhance L2 Listening Comprehension.
Authors: Yang, Ching-Jung1 cjyang@stust.edu.tw
Source: LEARN Journal: Language Education & Acquisition Research Network. Jul-Dec2026, Vol. 19 Issue 2, p239-264. 26p.
Subject Terms: *Listening comprehension, *Second language acquisition, *Metacognition, *Computer assisted instruction, Voice recognition software, Anxiety treatment
Abstract: This mixed-methods study investigated the integration of the Echo Method with speech-to-text (STT) technology to enhance TOEIC listening instruction. The intervention addresses the washback effects of high-stakes testing--the influence of TOEIC on teaching and learning--by transforming test-focused drills into authentic, learnercentered listening practice. Forty-five Applied English majors at a Taiwanese technological university participated in an 18-week intervention featuring reflective echoing, STT-based selfmonitoring, and collaborative transcript analysis. Quantitative results from four diagnostic tests (normalized to a 0-100 scale) showed significant listening gains, with weighted overall means rising from 73.98 (pretest) to 87.87 (posttest) (d = 1.12). Improvements were greatest in sections with lower cognitive load: Part 1 (Picture Descriptions, d = 1.48) and Part 2 (Question-Response, d = 1.52). Regression analysis revealed that STT engagement frequency, rather than class attendance, predicted listening gains (ß = .62, p < .001). Qualitative data from journals, interviews, and surveys indicated that STT feedback enhanced metacognitive awareness (73%) and reduced listening anxiety (60%) by externalizing errors in a non-judgmental format. Learners also reported perceived improvements in speaking naturalness, suggesting receptive to-productive transfer effects. Overall, the findings demonstrate that technology-enhanced articulatory rehearsal can bridge the gap between test-focused drills and communicative competence, transforming high-stakes preparation into a learner-centered experience. [ABSTRACT FROM AUTHOR]
Copyright of LEARN Journal: Language Education & Acquisition Research Network is the property of LEARN Journal: Language Education & Acquisition Research Network 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
Description
Abstract:This mixed-methods study investigated the integration of the Echo Method with speech-to-text (STT) technology to enhance TOEIC listening instruction. The intervention addresses the washback effects of high-stakes testing--the influence of TOEIC on teaching and learning--by transforming test-focused drills into authentic, learnercentered listening practice. Forty-five Applied English majors at a Taiwanese technological university participated in an 18-week intervention featuring reflective echoing, STT-based selfmonitoring, and collaborative transcript analysis. Quantitative results from four diagnostic tests (normalized to a 0-100 scale) showed significant listening gains, with weighted overall means rising from 73.98 (pretest) to 87.87 (posttest) (d = 1.12). Improvements were greatest in sections with lower cognitive load: Part 1 (Picture Descriptions, d = 1.48) and Part 2 (Question-Response, d = 1.52). Regression analysis revealed that STT engagement frequency, rather than class attendance, predicted listening gains (ß = .62, p < .001). Qualitative data from journals, interviews, and surveys indicated that STT feedback enhanced metacognitive awareness (73%) and reduced listening anxiety (60%) by externalizing errors in a non-judgmental format. Learners also reported perceived improvements in speaking naturalness, suggesting receptive to-productive transfer effects. Overall, the findings demonstrate that technology-enhanced articulatory rehearsal can bridge the gap between test-focused drills and communicative competence, transforming high-stakes preparation into a learner-centered experience. [ABSTRACT FROM AUTHOR]
ISSN:26300672
DOI:10.70730/YPHE8665