Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kuo-Wei Lai Kyle
{"title":"自动语音识别在ESL/EFL发音中的有效性:一项元分析","authors":"Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kuo-Wei Lai Kyle","doi":"10.1017/s0958344023000113","DOIUrl":null,"url":null,"abstract":"\n This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition; (4) practicing pronunciation with peers in an ASR condition produces a large effect, but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.","PeriodicalId":47046,"journal":{"name":"Recall","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis\",\"authors\":\"Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kuo-Wei Lai Kyle\",\"doi\":\"10.1017/s0958344023000113\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition; (4) practicing pronunciation with peers in an ASR condition produces a large effect, but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.\",\"PeriodicalId\":47046,\"journal\":{\"name\":\"Recall\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-04-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Recall\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1017/s0958344023000113\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Recall","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/s0958344023000113","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis
This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition; (4) practicing pronunciation with peers in an ASR condition produces a large effect, but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.