Pub Date : 2021-10-01DOI: 10.4018/ijcallt.20211001oa01
This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned group did better both in content and vocabulary comprehension than the keyword captioned group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners’ content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students’ English proficiency and their learning purpose.
{"title":"The Effects of Different Caption Modes on Chinese English Learners’ Content and Vocabulary Comprehension","authors":"","doi":"10.4018/ijcallt.20211001oa01","DOIUrl":"https://doi.org/10.4018/ijcallt.20211001oa01","url":null,"abstract":"This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned group did better both in content and vocabulary comprehension than the keyword captioned group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners’ content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students’ English proficiency and their learning purpose.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"84 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80570795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.4018/ijcallt.2021100103
Eric D. Reynolds, Richard W. Fuchs, Peter Johnson
The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.
{"title":"Game On With Kahoot!","authors":"Eric D. Reynolds, Richard W. Fuchs, Peter Johnson","doi":"10.4018/ijcallt.2021100103","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100103","url":null,"abstract":"The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83038661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.4018/ijcallt.2021100104
Hongling Lai, Dianjian Wang, Xiancai Ou
This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned groups did better both in content and vocabulary comprehension than the keyword caption group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners' content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students' English proficiency and their learning purpose.
{"title":"The Effects of Different Caption Modes on Chinese English Learners' Content and Vocabulary Comprehension","authors":"Hongling Lai, Dianjian Wang, Xiancai Ou","doi":"10.4018/ijcallt.2021100104","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100104","url":null,"abstract":"This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned groups did better both in content and vocabulary comprehension than the keyword caption group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners' content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students' English proficiency and their learning purpose.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"10 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82352643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.4018/ijcallt.2021100107
Kai Guo, *Jing Chen, Jun Lei, Tan Jin
In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.
{"title":"Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment","authors":"Kai Guo, *Jing Chen, Jun Lei, Tan Jin","doi":"10.4018/ijcallt.2021100107","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100107","url":null,"abstract":"In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83565181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJCALLT.2021070106
P. Stapleton
In the present study, two sets of scripts from primary school students were collected, one written in English and the other in their native Chinese on the same topic. The Chinese scripts were translated into English by Google Translate (GT) and compared with the scripts written in English. Sentences in the two sets of passages that were clearly parallel in meaning were then extracted and compared for accuracy, vocabulary, substance, and length. Findings revealed that in some cases the GT versions (i.e., those originally written in the native tongue) displayed language that was significantly better that what the students produced when writing in English. Patterns of improvement are analyzed and discussed.
{"title":"Using Google Translate as a Tool to Improve L2 Writing","authors":"P. Stapleton","doi":"10.4018/IJCALLT.2021070106","DOIUrl":"https://doi.org/10.4018/IJCALLT.2021070106","url":null,"abstract":"In the present study, two sets of scripts from primary school students were collected, one written in English and the other in their native Chinese on the same topic. The Chinese scripts were translated into English by Google Translate (GT) and compared with the scripts written in English. Sentences in the two sets of passages that were clearly parallel in meaning were then extracted and compared for accuracy, vocabulary, substance, and length. Findings revealed that in some cases the GT versions (i.e., those originally written in the native tongue) displayed language that was significantly better that what the students produced when writing in English. Patterns of improvement are analyzed and discussed.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"46 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83744933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJCALLT.2021070101
Mimi Li, M. Akoto
This article reviews 26 empirical studies on digital multimodal composing (DMC) published in well-established journals between 2010 and 2020. It provides a holistic overview of these studies in terms of context and participants, multimodal tasks, technology, and research data. Research strands and themes are also identified. This review shows that most studies on DMC were conducted in tertiary ESL/EFL contexts. The research was informed by various theoretical/pedagogical frameworks across multiple disciplines. The multimodal writing tasks included digital storytelling, digital video production, and multimodal presentation. Data were analyzed to address three main strands: 1) L2 students' DMC process, 2) students' perceptions of DMC, and 3) effects of DMC. Of note, DMC practices were reported to have benefited L2 students, such as enhancing audience and genre awareness, learner autonomy, language learning investment, identity development, multimodal communicative competence, and L2 competence. This article ends with pedagogical recommendations and directions for future research.
{"title":"Review of Recent Research on L2 Digital Multimodal Composing","authors":"Mimi Li, M. Akoto","doi":"10.4018/IJCALLT.2021070101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2021070101","url":null,"abstract":"This article reviews 26 empirical studies on digital multimodal composing (DMC) published in well-established journals between 2010 and 2020. It provides a holistic overview of these studies in terms of context and participants, multimodal tasks, technology, and research data. Research strands and themes are also identified. This review shows that most studies on DMC were conducted in tertiary ESL/EFL contexts. The research was informed by various theoretical/pedagogical frameworks across multiple disciplines. The multimodal writing tasks included digital storytelling, digital video production, and multimodal presentation. Data were analyzed to address three main strands: 1) L2 students' DMC process, 2) students' perceptions of DMC, and 3) effects of DMC. Of note, DMC practices were reported to have benefited L2 students, such as enhancing audience and genre awareness, learner autonomy, language learning investment, identity development, multimodal communicative competence, and L2 competence. This article ends with pedagogical recommendations and directions for future research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"36 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78123465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJCALLT.2021070102
Thi Thanh Nga Tran, Qing Ma
This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.
{"title":"Using Formative Assessment in a Blended EFL Listening Course","authors":"Thi Thanh Nga Tran, Qing Ma","doi":"10.4018/IJCALLT.2021070102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2021070102","url":null,"abstract":"This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"49 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79320491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJCALLT.2021070104
A. Alzubi
This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.
{"title":"The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context","authors":"A. Alzubi","doi":"10.4018/IJCALLT.2021070104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2021070104","url":null,"abstract":"This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"74 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84953237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJCALLT.2021070103
Debopriyo Roy
This is an exploratory study in an undergraduate EFL business-writing course studying participants' ability to read, comprehend, and represent text visually using concept mapping (CM), summary writing, and social network analysis techniques as complementary strategies. The idea with this experiment was to explore if students are capable of analyzing business and technology information from technical readings in a way to represent it graphically with CMs and social networks. Preliminary data from the case study showed that students were reasonably successful in processing texts on topics related to the Tesla electric car company's business and technology models. Multiple iterations and guided instructions when designing CMs demonstrated the interplay of various actors, processes, interactions, and contexts. Student performance indicated significant expertise with CM design and text summarization but inadequate performance designing social networks, indicating the necessity for more structured instructions and practice.
{"title":"Concept Mapping and Summary Writing as Complementary Strategies for Developing EFL Content Comprehension","authors":"Debopriyo Roy","doi":"10.4018/IJCALLT.2021070103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2021070103","url":null,"abstract":"This is an exploratory study in an undergraduate EFL business-writing course studying participants' ability to read, comprehend, and represent text visually using concept mapping (CM), summary writing, and social network analysis techniques as complementary strategies. The idea with this experiment was to explore if students are capable of analyzing business and technology information from technical readings in a way to represent it graphically with CMs and social networks. Preliminary data from the case study showed that students were reasonably successful in processing texts on topics related to the Tesla electric car company's business and technology models. Multiple iterations and guided instructions when designing CMs demonstrated the interplay of various actors, processes, interactions, and contexts. Student performance indicated significant expertise with CM design and text summarization but inadequate performance designing social networks, indicating the necessity for more structured instructions and practice.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"204 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80298613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJCALLT.2021070105
Wenqi Xiao, Moonyoung Park
With the advancement of automatic speech recognition (ASR) technology, ASR-based pronunciation assessment can diagnose learners' pronunciation problems. Meanwhile, ASR-based pronunciation training allows more opportunities for pronunciation practice. This study aims to investigate the effectiveness of ASR technology in diagnosing English pronunciation errors and to explore teachers' and learners' attitudes towards using ASR technology as a pronunciation assessment tool and as a learning tool. Five Chinese EFL learners participated in read-aloud tests, including a human-assessed test and an ASR-assessed test. Pronunciation error types diagnosed by the two tests were compared to determine the extent of overlapping areas. The findings demonstrate that there were overlaps between human rating and machine rating at the segmental level. Moreover, it was found that learners' varied pronunciation learning needs were met by using the ASR technology. Implications of the study will provide insights relevant to using ASR technology to facilitate English pronunciation assessment and learning.
{"title":"Using Automatic Speech Recognition to Facilitate English Pronunciation Assessment and Learning in an EFL Context","authors":"Wenqi Xiao, Moonyoung Park","doi":"10.4018/IJCALLT.2021070105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2021070105","url":null,"abstract":"With the advancement of automatic speech recognition (ASR) technology, ASR-based pronunciation assessment can diagnose learners' pronunciation problems. Meanwhile, ASR-based pronunciation training allows more opportunities for pronunciation practice. This study aims to investigate the effectiveness of ASR technology in diagnosing English pronunciation errors and to explore teachers' and learners' attitudes towards using ASR technology as a pronunciation assessment tool and as a learning tool. Five Chinese EFL learners participated in read-aloud tests, including a human-assessed test and an ASR-assessed test. Pronunciation error types diagnosed by the two tests were compared to determine the extent of overlapping areas. The findings demonstrate that there were overlaps between human rating and machine rating at the segmental level. Moreover, it was found that learners' varied pronunciation learning needs were met by using the ASR technology. Implications of the study will provide insights relevant to using ASR technology to facilitate English pronunciation assessment and learning.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91357854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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