scholarly journals Speech Processing for Language Learning: A Practical Approach to Computer-Assisted Pronunciation Teaching

Electronics ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 235
Author(s):  
Natalia Bogach ◽  
Elena Boitsova ◽  
Sergey Chernonog ◽  
Anton Lamtev ◽  
Maria Lesnichaya ◽  
...  
Keyword(s):  
Signal Processing ◽  
Speech Recognition ◽  
Language Learning ◽  
Automatic Speech Recognition ◽  
Speech Processing ◽  
Foreign Language Learning ◽  
Performance Estimation ◽  
Third Party ◽  
Computer Assisted ◽  
Speech Transcription

This article contributes to the discourse on how contemporary computer and information technology may help in improving foreign language learning not only by supporting better and more flexible workflow and digitizing study materials but also through creating completely new use cases made possible by technological improvements in signal processing algorithms. We discuss an approach and propose a holistic solution to teaching the phonological phenomena which are crucial for correct pronunciation, such as the phonemes; the energy and duration of syllables and pauses, which construct the phrasal rhythm; and the tone movement within an utterance, i.e., the phrasal intonation. The working prototype of StudyIntonation Computer-Assisted Pronunciation Training (CAPT) system is a tool for mobile devices, which offers a set of tasks based on a “listen and repeat” approach and gives the audio-visual feedback in real time. The present work summarizes the efforts taken to enrich the current version of this CAPT tool with two new functions: the phonetic transcription and rhythmic patterns of model and learner speech. Both are designed on a base of a third-party automatic speech recognition (ASR) library Kaldi, which was incorporated inside StudyIntonation signal processing software core. We also examine the scope of automatic speech recognition applicability within the CAPT system workflow and evaluate the Levenstein distance between the transcription made by human experts and that obtained automatically in our code. We developed an algorithm of rhythm reconstruction using acoustic and language ASR models. It is also shown that even having sufficiently correct production of phonemes, the learners do not produce a correct phrasal rhythm and intonation, and therefore, the joint training of sounds, rhythm and intonation within a single learning environment is beneficial. To mitigate the recording imperfections voice activity detection (VAD) is applied to all the speech records processed. The try-outs showed that StudyIntonation can create transcriptions and process rhythmic patterns, but some specific problems with connected speech transcription were detected. The learners feedback in the sense of pronunciation assessment was also updated and a conventional mechanism based on dynamic time warping (DTW) was combined with cross-recurrence quantification analysis (CRQA) approach, which resulted in a better discriminating ability. The CRQA metrics combined with those of DTW were shown to add to the accuracy of learner performance estimation. The major implications for computer-assisted English pronunciation teaching are discussed.

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. 

The promise of NLP and speech processing technologies in language assessment

2010 ◽  
Vol 27 (3) ◽  
pp. 301-315 ◽  
Author(s):  
Carol A. Chapelle ◽  
Yoo-Ree Chung
Keyword(s):  
Speech Recognition ◽  
Language Learning ◽  
Computational Linguistics ◽  
Language Processing ◽  
Speech Processing ◽  
Language Assessment ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Processing Technologies ◽  
Item Types

Advances in natural language processing (NLP) and automatic speech recognition and processing technologies offer new opportunities for language testing. Despite their potential uses on a range of language test item types, relatively little work has been done in this area, and it is therefore not well understood by test developers, researchers or users in language assessment. This paper introduces NLP for language assessment as an area of inquiry and practice by describing the historical roots coming from computational linguistics, statistical NLP, speech recognition and processing technologies, language assessment, and computer-assisted language learning. It outlines uses of NLP and speech recognition and processing technologies in language assessment through illustrations of current testing projects, and identifies areas in need of further development.

scholarly journals The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach

2016 ◽  
Vol 11 (1) ◽  
pp. 02 ◽  
Author(s):  
Tutku Basöz ◽  
Dilek Tüfekci Can
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Instruction Group ◽  
Significant Difference ◽  
Semiotic Approach

Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning 

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 La tecnología habla-texto como herramienta de documentación para intérpretes: Nuevo método para compilar un corpus ad hoc y extraer terminología a partir de discursos orales en vídeo

2020 ◽  
pp. 263-281
Author(s):  
Mahmoud Gaber ◽  
Gloria Corpas Pastor ◽  
Ahmed Omer
Keyword(s):  
Climate Change ◽  
Speech Recognition ◽  
Automatic Speech Recognition ◽  
Domain Knowledge ◽  
Ad Hoc ◽  
Central Component ◽  
Computer Assisted ◽  
Documentation Tool

Although interpreting has not yet benefited from technology as much as its sister field, translation, interest in developing tailor-made solutions for interpreters has risen sharply in recent years. In particular, Automatic Speech Recognition (ASR) is being used as a central component of Computer-Assisted Interpreting (CAI) tools, either bundled or standalone. This study pursues three main aims: (i) to establish the most suitable ASR application for building ad hoc corpora by comparing several ASR tools and assessing their performance; (ii) to use ASR in order to extract terminology from the transcriptions obtained from video-recorded speeches, in this case talks on climate change and adaptation; and (iii) to promote the adoption of ASR as a new documentation tool among interpreters. To the best of our knowledge, this is one of the first studies to explore the possibility of Speech-to-Text (S2T) technology for meeting the preparatory needs of interpreters as regards terminology and background/domain knowledge.

scholarly journals Speech processing and plasticity in the right hemisphere predict variation in adult foreign language learning

NeuroImage ◽  
2019 ◽  
Vol 192 ◽  
pp. 76-87 ◽  
Author(s):  
Zhenghan Qi ◽  
Michelle Han ◽  
Yunxin Wang ◽  
Carlo de los Angeles ◽  
Qi Liu ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Speech Processing ◽  
Right Hemisphere ◽  
Foreign Language Learning ◽  
The Right

Developing and evaluating an oral skills training website supported by automatic speech recognition technology

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Howard Hao-Jan Chen
Keyword(s):  
Speech Recognition ◽  
Language Learning ◽  
Automatic Speech Recognition ◽  
Oral Communication ◽  
Skills Training ◽  
Learning System ◽  
Teachers Perceptions ◽  
Different Types ◽  
Efl Students ◽  
Oral Skills

AbstractOral communication ability has become increasingly important to many EFL students. Several commercial software programs based on automatic speech recognition (ASR) technologies are available but their prices are not affordable for many students. This paper will demonstrate how the Microsoft Speech Application Software Development Kit (SASDK), a free but powerful tool, can be used to develop an oral skills training website for EFL students. This ASR-based website offers six different types of online exercises which allow students to practise their oral skills and obtain immediate feedback on their performance. A group of 25 college students and a group of 35 pre-service English teachers were invited to use the website. Two surveys were conducted to investigate the students’ and the pre-service teachers’ perceptions of this site. The results indicated that most teachers and students enjoyed using this website, which they felt could help improve their English oral skills. They also pointed out that the main strength of the ASR-based learning system is that it offers several different types of exercises which can encourage learners to produce more output in a low-anxiety environment. The major limitations of the website are the insufficient feedback and the challenging standards one must meet in order to achieve a pass mark. These findings can be useful for teachers who are interested in using ASR in teaching and for CALL researchers who aim to develop better ASR-based systems for language learning.

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