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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 0000-0002-0838-3494), Okim Kang (ORCID 0000-0002-7721-5283), Mu Yang, John H. L. Hansen, Kyle Beloin
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
FullText Text:
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  Data: Artificial Intelligence-Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Kevin+Hirschi%22">Kevin Hirschi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0838-3494">0000-0002-0838-3494</externalLink>)<br /><searchLink fieldCode="AR" term="%22Okim+Kang%22">Okim Kang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7721-5283">0000-0002-7721-5283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mu+Yang%22">Mu Yang</searchLink><br /><searchLink fieldCode="AR" term="%22John+H%2E+L%2E+Hansen%22">John H. L. Hansen</searchLink><br /><searchLink fieldCode="AR" term="%22Kyle+Beloin%22">Kyle Beloin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2025 75(1):204-241.
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  Data: 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
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 38
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
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  Data: National Science Foundation (NSF)
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  Data: 2140469
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Mutual+Intelligibility%22">Mutual Intelligibility</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Suprasegmentals%22">Suprasegmentals</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 10.1111/lang.12719
– Name: ISSN
  Label: ISSN
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  Data: 0023-8333<br />1467-9922
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1481956
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      – Type: doi
        Value: 10.1111/lang.12719
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
        StartPage: 204
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Mutual Intelligibility
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Suprasegmentals
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Artificial Intelligence-Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions
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            NameFull: Kevin Hirschi
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            NameFull: Okim Kang
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            NameFull: Mu Yang
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            NameFull: John H. L. Hansen
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            NameFull: Kyle Beloin
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              M: 09
              Type: published
              Y: 2025
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              Value: 0023-8333
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              Value: 1467-9922
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              Value: 75
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