The Potential of Text-to-Speech Synthesis in Computer-Assisted Language Learning

2020 ◽  
pp. 149-169
Author(s):  
Neasa Ní Chiaráin ◽  
Ailbhe Ní Chasaide
Keyword(s):  
Language Learning ◽  
Auditory Feedback ◽  
Speech Synthesis ◽  
Literacy Skills ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Text To Speech ◽  
Written Form ◽  
Text To Speech Synthesis

This chapter describes the potential of text-to-speech synthesis (TTS) as a tool that can transform CALL platforms. Illustrating this point, a specific platform, An Scéalaí, is presented. By incorporating TTS, this platform facilitates the training of literacy skills, writing, and reading, with an emphasis at all times on the spoken language. The platform is described, as is the way in which it functions as a personalised tutor, prompting the learner towards self-correction. The prompts are delivered in both spoken/auditory form (using TTS voices) and in written form. The auditory feedback enables prooflistening, as well as spoken instructions pertaining to specific errors not picked up in the prooflistening process. The learner's progress is monitored throughout and records of the process are harvested for future research. The language in focus is Irish, and the linguistic complexities being targeted in the present implementation are explained, along with the relevant sociolinguistic context.

scholarly journals Foghlaim ríomhchuidithe teanga-chliste agus teicneolaíocht na hurlabhra: Féidearthachtaí do theagasc/d’fhoghlaim na Gaeilge

2020 ◽  
Vol 27 ◽  
Author(s):  
Neasa Ní Chiaráin
Keyword(s):  
Language Learning ◽  
Speech Synthesis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Directed Learning ◽  
Trinity College Dublin ◽  
Directed Learning ◽  
Text To Speech Synthesis ◽  
Learning Platforms ◽  
Synthetic Voices

Tá an córas sintéiseach téacs-go-hurlabhra, ABAIR (www.abair.ie), á fhorbairt sa tSaotharlann Foghraíochta agus Urlabhra i gColáiste na Tríonóide le roinnt blianta anuas agus tá na guthanna sintéiseacha ar fáil anois sna trí mhórchanúint – Canúint na Mumhan (baineann agus fireann), Canúint Connacht (fireann) agus Canúint Uladh (baineann). Tá obair thaighde ar siúl sa tSaotharlann le blianta beaga anuas chun féachaint ar na feidhmeanna ar féidir a bhaint as na guthanna seo. Tá an páipéar seo dírithe ar an úsáid a d'fhéadfaí a bhaint astu i réimse Fhoghlaim Ríomhchuidithe Teangacha-Chliste (FRT-Chliste) agus go háirithe ar an úsáid a d'fhéadfaí a bhaint astu i bhforbairt ardán a cheadódh don fhoghlaimeoir idirghníomhaíocht phearsanta a dhéanamh leis an ríomhaire, rud a chabhródh le foghlaim fhéinriartha na Gaeilge. Léirítear féidearthachtaí na teicneolaíochtaí seo i gcomhthéacs an ardáin phíolótaigh, An Scéalaí, atá á fhorbairt faoi láthair. Text-to-speech synthesis systems are being developed as part of the ABAIR initiative (www.abair.ie), in the Phonetics and Speech Laboratory in Trinity College Dublin. Synthetic voices are now available in the three major dialects - Munster (female and male), Connacht (male) and Ulster (female). This paper gives an overview of the Irish synthetic voices and focuses on their use in the context of Intelligent Computer-Assisted Language Learning (iCALL) and in particular their use in the development of interactive language learning platforms for the self-directed learning of Irish. The potential of this technology is demonstrated in the context of a new iCALL platform, An Scéalaí (‘the Storyteller’), currently under development.

scholarly journals Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

2021 ◽  
Vol 4 ◽  
pp. 14-32
Author(s):  
Sabrina Priego ◽  
Meei-Ling Liaw
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Social Presence ◽  
Point Of View ◽  
Target Language ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language And Culture ◽  
The Social

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

Why Studying Individual Differences in CALL?

2019 ◽  
pp. 26-49
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

CALL research: Where are we now?

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 127-144 ◽  
Author(s):  
John Gillespie
Keyword(s):  
Language Learning ◽  
Empirical Studies ◽  
Structure Theory ◽  
Future Research ◽  
Small Scale ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Short Period ◽  
Wide Range ◽  
Small Cohort

AbstractThis article considers the current position of computer-assisted language learning (CALL) research by producing an integrative synthetic overview of all the articles published in three leading international CALL journals: ReCALL (in its 31st year of publication), the CALICO Journal (its 36th) and Computer Assisted Language Learning journal (its 32nd) over a sustained recent period: 2006–2016. They are judged sufficiently representative to enable broad trends to be detected and the sector’s strengths and weaknesses to be identified. The focus is on CALL research’s international reach, the range of topics researched and the nature of the studies themselves. The findings suggest that CALL research is growing internationally in the number of countries and researchers involved. A wide range of topics is researched, but there is a concentration of papers published on a cluster of popular areas. Consequently, fewer articles are published on a large number of CALL topics or, in some cases, rarely studied. The research methods employed are rigorous: in writing, structure, theory, literature awareness, and discussion and presentation of results, yet there are still weaknesses. Most empirical studies are small scale: based on one institution, a small cohort of students, over a short period of time and seldom followed up. Based on these findings, suggestions are made with a view to broadening and strengthening CALL research through targeting neglected strategic areas with special journal issues and conferences, and improving the quality of research projects. Key areas for future research are proposed.

The monolingual problem of computer-assisted language learning

ReCALL ◽  
2020 ◽  
Vol 32 (3) ◽  
pp. 307-322 ◽  
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Product Development ◽  
Language Learning ◽  
Skill Development ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Commercial Products ◽  
Third Language ◽  
Linguistic Resources ◽  
Research Areas

AbstractThis paper sets out to discuss the monolingual problem within computer-assisted language learning (CALL) research and CALL product development, namely a lack of knowledge about how CALL products and projects can support learners in using all their linguistic resources to achieve language-learning- and language-using-related goals, and a lack of CALL products and projects that realize this potential, or that support specific plurilingual skill development. It uses an analysis of CALL-related papers to demonstrate how far CALL is impacted by a monolingual bias that it inherited from language learning pedagogy. An analysis of articles from four CALL journals across 10 years shows that although the words bilingual and multilingual appear in these journals fairly regularly, terms such as plurilingual, third language, tertiary language, L3, translanguaging, and translingual are extremely rare. Also, only eight articles could be identified that use any of these eight keywords in their title. Trends across those papers are identified. In a discussion of existing CALL products and projects that incorporate more than one language, it is argued that while commercial products often include more than one language, this is frequently in a behaviorist or grammar-translation tradition, while innovative plurilingual products and projects tend to be non-commercial and often EU/EC-funded initiatives. The article argues that CALL research and product development can not only avoid this monolingual bias, but also actively contribute to our knowledge of how all linguistic resources can be used for language learning. It makes suggestions for relevant future research areas related to multilingual computer-assisted language learning (MCALL).

scholarly journals A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015

2021 ◽  
Vol 14 (6) ◽  
pp. 76
Author(s):  
Qiuxin Zhang
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Electronic Intelligence ◽  
The Impact

With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people's attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.

Why Studying Individual Differences in CALL?

2015 ◽  
pp. 24-45 ◽  
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

ReCALL ◽  
2011 ◽  
Vol 23 (2) ◽  
pp. 135-159 ◽  
Author(s):  
Mohammed Ali Mohsen ◽  
M. Balakumar
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vocabulary Acquisition ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
L2 Vocabulary

AbstractThis article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

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