The Effect of Automatic Speech Recognition EyeSpeak Software on Iraqi Students’ English Pronunciation: A Pilot Study

Lina Fathi Sidig Sidgi, Ahmad Jelani Shaari

Abstract


The use of technology, such as computer-assisted language learning (CALL), is used in teaching and learning in the foreign language classrooms where it is most needed. One promising emerging technology that supports language learning is automatic speech recognition (ASR). Integrating such technology, especially in the instruction of pronunciation in the classroom, is important in helping students to achieve correct pronunciation. In Iraq, English is a foreign language, and it is not surprising that learners commit many pronunciation mistakes. One factor contributing to these mistakes is the difference between the Arabic and English phonetic systems. Thus, the sound transformation from the mother tongue (Arabic) to the target language (English) is one barrier for Arab learners. The purpose of this study is to investigate the effectiveness of using automatic speech recognition ASR EyeSpeak software in improving the pronunciation of Iraqi learners of English. An experimental research project with a pretest-posttest design is conducted over a one-month period in the Department of English at Al-Turath University College in Baghdad, Iraq. The ten participants are randomly selected first-year college students enrolled in a pronunciation class that uses traditional teaching methods and ASR EyeSpeak software. The findings show that using EyeSpeak software leads to a significant improvement in the students’ English pronunciation, evident from the test scores they achieve after using EyeSpeak software.

 


Keywords


pronunciation instruction, automatic speech recognition (ASR), English as a Foreign Language (EFL)

Full Text:

PDF

References


Abdou, S., Rashwan, M., Al-Barhamtoshy, H., Jambi, K., & Al-Jedaibi, W. (2014). Speak Correct: A Computer Aided Pronunciation Training System for Native Arabic Learners of English. Life Science Journal, 11(10), 370-380. [Online] Available: http://www.lifesciencesite.com/lsj/life1110/051_25288life111014_370_380.pdf (January 1, 2017).

Al-Qudah, F. (2012). Improving English Pronunciation Through Computer-Assisted Programs In Jordanian Universities. Journal Of College Teaching & Learning (TLC), 9(3), 201. http://dx.doi.org/10.19030/tlc.v9i3.7085

Bell, J. S. (1995). The relationship between L1 & L2 Literacy: Some complicating factors. TESOL Quarterly, 29(4), 687-704. http://dx.doi.org/10.2307/3588170

Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and teaching English language learners. Boston, MA: Allyn and Bacon, Pearson Education.

Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generations. Studies in Second Language Acquisition, 15, 357¬–386.

https://doi.org/10.1017/S0272263100012158

Celce-Murcia, M., Brinton, D.M., & Goodwin, J. M. (1996). Teaching pronunciation. Cambridge: Cambridge University Press.

Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524681

Derwing, T. M., Munro, M. J., & Wiebe, G.E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393–410. https://doi.org/10.1111/0023-8333.00047

Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning & Technology, 2(2), 62–76.

Eskenazi, M., Tomokiyo, L., & Wang, L. (2000). An empirical study of the effectiveness of speech-recognition-based pronunciation training. Proceedings of ICSLP, Beijing. [Online] Available: http://www.cs.cmu.edu/~laura/Papers-PS/icslp-fluency.ps (January 3, 2017)

Flege, J. E. (1995). Second-language speech learning: Findings and problems. In: W. Strange (ed.), Speech Perception and Linguistic Experience: Theoretical and Methodological Issues. Timonium, MD: York Press, 233-273.

Fraser, H. (1999). ESL pronunciation teaching: Could it be more effective? Australian Language Matters, 7(4), 7–8.

Harless, W. G., Zier, M. A., & Duncan, R. C. (1999). Virtual dialogues with native speakers: The evaluation of an interactive multimedia method. Calico Journal 16(3), 313–337.

Hişmanoğlu, M. (2010). Online pronunciation resources: Hobbies or fobbies of EFL teachers? International Journal on New Trends in Education and Their Implications, 1(2), 40–53.

Kenworthy, J. (1987). Teaching English pronunciation. Harlow, U. K.: Longman.

Kim, I.-S. (2006). Automatic Speech Recognition: Reliability and Pedagogical Implications for Teaching Pronunciation. Educational Technology & Society, 9 (1), 322-334.

Krashen, S. D. (1985). Language acquisition and language education. Englewood Cliffs, New Jersey: Prentice Hall.

Levene, H. (1960). Contributions to probability and statistics. Essays in honor of Harold Hotelling, 278–292.

Marks, J. (2007). English pronunciation in use Elementary. Cambridge: Cambridge University Press.

McCrocklin, S. (2014). The potential of Automatic Speech Recognition for fostering pronunciation learners' autonomy (Doctor dissertation). Iowa State University. [Online] Available: http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4909&context=etd (February 13, 2017)

Mohsin, N. (2012). Improving pronunciation of secondary school teachers through computer-assisted learning: An Experience. Proceedings of the European Conference LINQ, Brussels, 134–142.

Molholt, G. (1988). Computer-assisted instruction in pronunciation for Chinese speakers of American English. TESOL Quarterly, 22, 91–111. https://doi.org/10.2307/3587063

Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages, TESOL Quarterly 25, 481-519. https://doi.org/10.2307/3586981

Morley, J. (1994). A multidimensional curriculum for speech-pronunciation instruction. In J. Morely (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 66–91). Alexandria, Virginia: TESOL Inc.

Morley, J. (1998). Trippingly on the tongue: Putting serious speech/pronunciation instruction back in the TESOL equation. ESL Magazine, 1(1), 20–23.

Neri, A., Cucchiarini, C., & Strik, H. (2001). Effective feedback on L2 pronunciation in ASR-based CALL. Paper presented at the workshop on Computer Assisted Language Learning, Artificial Intelligence in Education Conference, San Antonio, Texas. [Online] Available: https://pdfs.semanticscholar.org/6c8a/52d8f19e687a90f95ec470f1f24f04d33e19.pdf (January 1, 2017).

Neri, A., Cucchiarini, C., & Strik, H. (2006). Selecting segmental errors in L2 Dutch for optimal pronunciation training. International Review of Applied Linguistics in Language Teaching, 44(4), 357–404. https://doi.org/10.1515/IRAL.2006.016

Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer- assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393–408. https://doi.org/10.1080/09588220802447651

O’Connor, J. D. (2003). Better English pronunciation (2nd ed.). Cambridge: Cambridge University Press.

Oxford, R. (1986b). Second language learning strategies: Current research and implications for practice (Report No. R3). University, Center for Language Education and Research, Los Angeles: California.

Pennington, M. (1994). Recent research in L2 phonology: Implications for practice. In J. Morley (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 111–125). Alexandria, VA: TESOL Publications.

Pennington, M. (1996). Phonology in English language teaching. London: Addison Wesley Longman.

Razali, N. M., & Wah, Y. B. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.

Richards, J. (2015). Key issues in language teaching (1st ed., p. 349). Cambridge: Cambridge University Press.

Truong, K., Neri, A., de Wet, F., Cucchiarini, C, & Strik, H. (2005). Automatic detection of frequent pronunciation errors made by L2-learners. Proceedings from InterSpeech 2005 (IS2005), Lisbon, 1345–1348.

Vitanova, G. & Miller, A. (2002). Reflective practice in pronunciation learning. The Internet TESOL Journal, 8(1). [Online] Available: http://iteslj.org/Articles/Vitanova-Pronunciation.html (January 3, 2017).

Witt, S. M. (2012). Automatic error detection in pronunciation training: Where we are and where we need to go. In International Symposium on Automatic Detection of Errors in Pronunciation Training, Stockholm, Sweden.




DOI: https://doi.org/10.7575/aiac.alls.v.8n.2p.48

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.