scholarly journals Automatic speech recognition in computer-assisted language learning for individual learning in speaking

2020 ◽  
Vol 5 (2) ◽  
pp. 193-197
Author(s):  
Esti Junining ◽  
Sony Alif ◽  
Nuria Setiarini
Keyword(s):  
Speech Recognition ◽  
Foreign Language ◽  
Language Learning ◽  
Programming Language ◽  
Automatic Speech Recognition ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
C Programming Language ◽  
C Programming

This study is intended to help English as a Foreign Language (EFL) learners in Indonesia to reduce their anxiety level while speaking in front of other people. This study helps to develop an atmosphere that encourages students to practice speaking independently. The interesting atmosphere can be obtained by using Automatic Speech Recognition (ASR) where every student can practice speaking individually without feeling anxious or pressurized, because he/she can practice independently in front of a computer or a gadget. This study used research and development design as it tried to develop a product which can create an atmosphere that encourages students to practice their speaking. The instrument used is a questionnaire which is used to analyze the students’ need of learning English. This study developed a product which utilized ASR technology using C# programming language. This study revealed that the product developed using ASR can make students practice speaking individually without feeling anxious and pressurized.

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

2017 ◽  
Vol 8 (2) ◽  
pp. 48
Author(s):  
Lina Fathi Sidig Sidgi ◽  
Ahmad Jelani Shaari
Keyword(s):  
Speech Recognition ◽  
Foreign Language ◽  
Language Learning ◽  
Automatic Speech Recognition ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Target Language ◽  
Computer Assisted ◽  
English Pronunciation ◽  
Sound Transformation

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. 

scholarly journals Computer Assisted Language Learning (CALL) in EFL Classroom in Bangladesh

2020 ◽  
Author(s):  
Afroza Mili
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Learning Language ◽  
Learning English

This paper investigates an important area of learning English that is Computer Assisted Language Learning (CALL). The aim of the study is to show a complete overview of Computer Assisted Language Learning (CALL) in EFL classroom in Bangladesh. In Bangladesh most of the EFL learners do not get the facilities of learning through technology that can be one of the major reasons behind the backwardness of learners in learning a foreign language. This study is conducted among thirty students of Department of English at Tertiary level. Those students are considered as a representative of EFL learners at tertiary level. The finding of the study shows that learners are interested and want to learn through CALL but there are many obstacles and challenges of learning language through computer. This dissertation is recommended the ways of applying CALL in EFL classroom after examine the obstacles.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

scholarly journals EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Riam K. Almaqrn ◽  
Abdulrahman M. Alshabeb
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
High Rate ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Correct Pronunciation ◽  
Level 3

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners’ attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts- one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

Understanding Idiomaticity in CALL

2020 ◽  
pp. 24-47
Author(s):  
John I. Liontas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Figurative Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Active Involvement

The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.

Understanding Idiomaticity in CALL

2018 ◽  
pp. 36-58 ◽  
Author(s):  
John I. Liontas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Figurative Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Active Involvement

The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.

A hypertext approach to foreign language reading

2003 ◽  
Vol 17 ◽  
pp. 91-110 ◽  
Author(s):  
Jeong-Bae Son
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Learners ◽  
Foreign Language Reading ◽  
Reading Materials ◽  
Reading Text ◽  
Computer Based

This article reports the results of a study conducted to examine the use of three different reading text formats: paper-based format (PF), computerbased non-hypertext format (NHF), and computer-based hypertext format (HF). It investigates foreign language learners’ reactions to the three text formats, focusing particularly on the usefulness of hyperlinks in computermediated text to provide readers with optional assistance during independent reading. Data collected from an interview with a group of Korean as a foreign language (KFL) students are presented and discussed. The results of this study show that the students considered the use of hyperlinks to be helpful and useful for their learning and suggest that it is important to look at the way in which reading materials and supporting information are presented when designing or selecting computer-assisted language learning (CALL) programs.

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