Effects of the ASR-embedded Dictionary App Use on College Students in EFL Pronunciation Class
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초록
This study explored the effects of the use of ASR-embedded dictionary app in providing corrective feedback on EFL college students' pronunciation. During the six-week instruction, students of the ARS-based feedback group (n = 20) practiced their English pronunciation via the ARS-embedded dictionary app and those of the Peer-feedback group (n = 20) worked in pairs. Comparisons were made between pre- and post-test scores and the students' responses to a follow-up questionnaire were analyzed by gender. In addition, interviews were conducted. The results found that little improvement in the post-test scores among those who received feedback the ASR-embedded app provided, and there was no difference in the post-test scores between the two groups at a statistically significant level. However, it was noteworthy that the students showed a positive attitude toward the use of the app in correcting and practicing their pronunciation. In particular, the female students benefited from the use of the app in acquiring intonation, self-training and learning principles of English pronunciation. This study suggests implementing of an ASR technology in pronunciation instruction in EFL context.
Abstract
This study explored the effects of the use of ASR-embedded dictionary app in providing corrective feedback on EFL college students' pronunciation. During the six-week instruction, students of the ARS-based feedback group (n = 20) practiced their English pronunciation via the ARS-embedded dictionary app and those of the Peer-feedback group (n = 20) worked in pairs. Comparisons were made between pre- and post-test scores and the students' responses to a follow-up questionnaire were analyzed by gender. In addition, interviews were conducted. The results found that little improvement in the post-test scores among those who received feedback the ASR-embedded app provided, and there was no difference in the post-test scores between the two groups at a statistically significant level. However, it was noteworthy that the students showed a positive attitude toward the use of the app in correcting and practicing their pronunciation. In particular, the female students benefited from the use of the app in acquiring intonation, self-training and learning principles of English pronunciation. This study suggests implementing of an ASR technology in pronunciation instruction in EFL context.
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