The Effects of a TTS-Based Pre-Reading Activity in a Flipped Learning English Class
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study investigated whether and to what extent a TTS-assisted pre-reading activity is effective in improving reading performance by college students in a flipped learning reading classroom. Over a semester, a total of 46 college students in an English reading course participated in the study. The participants assigned to the experiment group were treated with a TTS-based pre-reading activity while those in the control group received regular reading instructions. Both groups took pre- and post-tests for their reading proficiency and completed pre- and post-questionnaires asking about their experience of English reading in flipped learning class and their opinions of the TTS activity. Results showed that the participants in the experiment group made a statistically significant improvement in their vocabulary and reading performance and evaluated the TTS-based activity mostly positively by rating the activity as helpful in improving their reading proficiency and in boosting their confidence and motivation in English reading. This paper concludes by discussing some of the ways in which TTS-based activities can be included in college English course designs to better help EFL students learn the target language more effectively and efficiently.
Abstract
This study investigated whether and to what extent a TTS-assisted pre-reading activity is effective in improving reading performance by college students in a flipped learning reading classroom. Over a semester, a total of 46 college students in an English reading course participated in the study. The participants assigned to the experiment group were treated with a TTS-based pre-reading activity while those in the control group received regular reading instructions. Both groups took pre- and post-tests for their reading proficiency and completed pre- and post-questionnaires asking about their experience of English reading in flipped learning class and their opinions of the TTS activity. Results showed that the participants in the experiment group made a statistically significant improvement in their vocabulary and reading performance and evaluated the TTS-based activity mostly positively by rating the activity as helpful in improving their reading proficiency and in boosting their confidence and motivation in English reading. This paper concludes by discussing some of the ways in which TTS-based activities can be included in college English course designs to better help EFL students learn the target language more effectively and efficiently.
참고문헌 (25)
- Azuma, J., "Impact of TTS technology on foreign language teaching: New horizons of multimedia teaching material development", Ryutsu Kagaku Daigaku Kyoiku Koudoka Suishin Center Kiyou, 6, pp.1~11 (2010)
- Cardoso, W, "Phonological input enhancement via text-to-speech synthesizers: The L2 acquisition of English simple past allomorphy", the Annual Conference of the American Association for Applied Linguistics (2012)
- Coniam, D., "The linguistic accuracy of chatbots : Usability from an ESL perspective", Text & Talk, 34(5), pp.545~567 (2014)
- Eksi, G., "An investigation of the effectiveness of online text-to-speech tools in improving EFL teacher trainees’ pronunciation", English Language Teaching, 9(2), pp.205~214 (2016)
- Fryer, L., "Emerging technologies bots as language learning tools", Language Learning and Technology, 10(3), pp.8~14 (2006)
- 하명애, "대학 비교과 영어 프로그램의 효과 사례연구: 원어민교수 수업을 중심으로", 영어교과교육, 15(2), pp.79~100 (2016), 한국영어교과교육학회[DOI]
- Handley, Z., "Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning", Language, Learning & Technology, 9(3), pp.99~119 (2005)
- Holmes, W., "Artificial intelligence in education : Promises and implications for teaching and learning" (2019), Center for Curriculum Redesign
- 황요한, "AI 기술을 활용한 영어교육의 가능성: 영어 예비교사들의 인공지능 챗봇 사용과 개발을 중심으로", 멀티미디어 언어교육, 24(1), pp.104~133 (2021), 한국멀티미디어언어교육학회[DOI]
- 황요한, "영어교육을 위한 인공지능(AI) 스피커의 활용과 교육적 가치에 관한 연구", 영어영문학연구, 47(1), pp.225~251 (2021), 대한영어영문학회[DOI]
- Karsenti, T., "Artificial intelligence in education : The urgent need to prepare teachers for tomorrow’s schools", Formation et Profession, 27(1), pp.105~111 (2019)
- Kessler, G., "Technology and the future of language teaching", Foreign Language Annals, 51(1), pp.205~218 (2018)
- 김혜영, "영어교과 보조 도구로서의 AI 챗봇 분석 연구", 학습자중심교과교육연구, 19(1), pp.89~110 (2019), 학습자중심교과교육학회[DOI]
- 김민정, "플립러닝 사전 예습학습 및 본 학습의 명시적 인지활동 수준 분리가 수업흥미와 학업성취에 미치는 영향", 학습자중심교과교육연구, 16(12), pp.1279~1300 (2016), 학습자중심교과교육학회[DOI]
- 김나영, "A Study on Chatbots for Developing Korean College Students' English Listening and Reading Skills", 디지털융복합연구, 16(8), pp.19~26 (2018), 한국디지털정책학회[DOI]
- Kim, T-S, "AI dubbing service typecast for artificial intelligence voice actors with individuality and emotions: Neo Sapiens", Cstory, 26, pp.26~29 (2021)
- 이철승, "인공지능 기반 영어발음 인식에 관한 연구", 한국전자통신학회 논문지, 16(3), pp.519~524 (2021), 한국전자통신학회
- 이동한, "인공지능 기반 음성로봇을 활용한 영어 말하기 학습 시스템 개발 방안", 영상영어교육, 20(1), pp.189~211 (2019), 영상영어교육학회[DOI]
- 이현주, "인공지능(AI)을 활용한 국내 영어 학습에 대한 체계적 문헌고찰: 대학 교육을 중심으로", 인문사회 21, 11(6), pp.2027~2042 (2020), 인문사회 21
- 이현구, "대학 ESP 수업에서 플립드 러닝(Flipped Learning)을 통한 교수-학습이 학습자의 영어 성취도와 정의적 요인에 미치는 효과", 언어학연구, 20(3), pp.73~99 (2015), 한국언어연구학회
- 문도식, "스마트폰과 음성합성을 활용한 영어 말하기 과제의 개발과 평가", 한국인터넷방송통신학회 논문지, 16(5), pp.13~20 (2016), 한국인터넷방송통신학회[DOI]
- 문도식, "Learner-Generated Digital Listening Materials Using Text-to-Speech for Self- Directed Listening Practice", The International Journal of Internet, Broadcasting and Communication, 12(4), pp.148~155 (2020), 한국인터넷방송통신학회[DOI]
- 박진철, "인공지능(AI)을 활용한 한국어 듣기 교육 자료 제작 연구 -음성합성기술(TTS) 활용을 중심으로-", 이중언어학, (82), pp.61~84 (2021), 이중언어학회[DOI]
- 박진철, "학문 목적 한국어 말하기 수업에서의 음성합성기술(TTS) 활용 사례 연구 –‘발표하기’ 과제를 중심으로–", 한국어교육, 32(3), pp.141~160 (2021), 국제한국어교육학회[DOI]
- 신동광, "질적 자료의 정량화 방안: 감성분석 기법을 활용한 챗봇 기반 과업활동의 만족도 분석 중심으로", 영어교과교육, 20(3), pp.167~185 (2021), 한국영어교과교육학회[DOI]