Artificial Intelligence-Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions
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| Title: | Artificial Intelligence-Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions |
|---|---|
| Language: | English |
| Authors: | Kevin Hirschi (ORCID |
| Source: | Language Learning. 2025 75(1):204-241. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2140469 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Feedback (Response), English (Second Language), Second Language Instruction, Language Proficiency, Visual Aids, Online Courses, Mutual Intelligibility, Pronunciation, Suprasegmentals, Speech Communication, College Students |
| DOI: | 10.1111/lang.12719 |
| ISSN: | 0023-8333 1467-9922 |
| Abstract: | This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT-like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback (n = 30), visual-only feedback (n = 29), and no feedback (n = 31) in an online self-paced intervention with explicit instruction on segmental and suprasegmental features of intelligibility. Pre/postspeaking tasks were evaluated by raters for intelligibility, comprehensibility, and accentedness, as well as segmental and suprasegmental accuracy, in scripted and spontaneous speech. The results indicate that visual feedback improves prominence production, but only those participants who also received the narrative (i.e., ChatGPT) feedback improved in two of the three prosodic features and in intelligibility. However, those who received narrative feedback had the lowest perceptions of the practice activity helpfulness. Implications for the use and improvement of AI-based pronunciation feedback are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481956 |
| Database: | ERIC |
| Abstract: | This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT-like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback (n = 30), visual-only feedback (n = 29), and no feedback (n = 31) in an online self-paced intervention with explicit instruction on segmental and suprasegmental features of intelligibility. Pre/postspeaking tasks were evaluated by raters for intelligibility, comprehensibility, and accentedness, as well as segmental and suprasegmental accuracy, in scripted and spontaneous speech. The results indicate that visual feedback improves prominence production, but only those participants who also received the narrative (i.e., ChatGPT) feedback improved in two of the three prosodic features and in intelligibility. However, those who received narrative feedback had the lowest perceptions of the practice activity helpfulness. Implications for the use and improvement of AI-based pronunciation feedback are provided. |
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| ISSN: | 0023-8333 1467-9922 |
| DOI: | 10.1111/lang.12719 |
