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A Comparison of Learner Characteristics, Beliefs, and Usage of ASR-CALL Systems

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Title: A Comparison of Learner Characteristics, Beliefs, and Usage of ASR-CALL Systems
Language: English
Authors: Artieda, Gemma (ORCID 0000-0001-8807-8571), Clements, Bindi (ORCID 0000-0002-4901-4070)
Source: Research-publishing.net. 2019.
Availability: Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Computer Assisted Instruction, Second Language Learning, Second Language Instruction, English (Second Language), Pronunciation Instruction, Teaching Methods, Foreign Countries, Learning Activities, Cross Cultural Studies, Student Attitudes, Native Language, Learner Engagement, Instructional Effectiveness, Audio Equipment, Feedback (Response), Language Laboratories, Independent Study
Geographic Terms: Italy, Vietnam, China, Saudi Arabia
Abstract: Wall Street English has built online activities that allow students to record phrases and receive word-level Automatic Speech Recognition (ASR) driven pronunciation feedback. Students in language centres in China, Vietnam, Saudi Arabia, and Italy (N=2,867) used ASR-Computer Assisted Language Learning (CALL) activities, and some (N=482) completed a questionnaire. A high number of students reported that ASR-CALL activities helped them to improve their pronunciation. However, the study found remarkable differences in usage of product features across countries, with students from Vietnam and China using more retries than Saudi Arabia, and students from Italy using the fewest retries. Students from China, Vietnam, and Saudi Arabia more frequently listened to model audios than students from Italy. A series of Kruskal-Wallis tests revealed significant group differences between dominant L1 and students' beliefs and perceptions using ASR, and between age groups and students' beliefs and perceptions using ASR. This study points to the importance of considering regional differences, and suggests that learner engagement may depend not only on the effectiveness of the technology, but also on learner beliefs and perceptions. [For the complete proceedings, see ED600837.]
Abstractor: As Provided
Entry Date: 2019
Accession Number: ED600870
Database: ERIC
FullText Text:
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  Data: A Comparison of Learner Characteristics, Beliefs, and Usage of ASR-CALL Systems
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  Data: Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation+Instruction%22">Pronunciation Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Laboratories%22">Language Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Wall Street English has built online activities that allow students to record phrases and receive word-level Automatic Speech Recognition (ASR) driven pronunciation feedback. Students in language centres in China, Vietnam, Saudi Arabia, and Italy (N=2,867) used ASR-Computer Assisted Language Learning (CALL) activities, and some (N=482) completed a questionnaire. A high number of students reported that ASR-CALL activities helped them to improve their pronunciation. However, the study found remarkable differences in usage of product features across countries, with students from Vietnam and China using more retries than Saudi Arabia, and students from Italy using the fewest retries. Students from China, Vietnam, and Saudi Arabia more frequently listened to model audios than students from Italy. A series of Kruskal-Wallis tests revealed significant group differences between dominant L1 and students' beliefs and perceptions using ASR, and between age groups and students' beliefs and perceptions using ASR. This study points to the importance of considering regional differences, and suggests that learner engagement may depend not only on the effectiveness of the technology, but also on learner beliefs and perceptions. [For the complete proceedings, see ED600837.]
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Italy
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      – SubjectFull: Saudi Arabia
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