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Individual Differences in Perception Toward English Pronunciation Development with ASR Technology

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한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2021.08|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제24권 제3호|pp. 10-34|DOI 10.15702/mall.2021.24.3.10

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키워드

individual differencesAutomatic speech recognition (ASR)developing English pronunciation
주제분류영어와문학

초록

This study examines students’ perception of the use of ASR technology in the self-paced development of English pronunciation. Participants were composed of 80 Korean students from two English listening classes at a university in South Korea. After practicing shadow-reading of the learnt passage, they were required to have their speeches converted into text using ASR technology and submit it as homework every two weeks. At the end of the semester, students completed a survey using written questionnaires regarding their personal information as well as their perception of using ASR technology. The results show that while no salient effects were found with the all the participants as a whole, significant differences were found between students. Specifically, English listening and speaking proficiencies and risk-taking behavior are shown to be strong predictors for successful performance in the ASR-based activity. The results also show that device satisfaction was a significant factor in explaining students’ successful performance in recognizing pronunciation errors and developing English pronunciation proficiency. Based on student responses, both positive and negative aspects of using ASR technology for developing English pronunciation are discussed. The findings suggest that ASR technology can provide pedagogical benefits insofar as its limitations are recognized.

Abstract

This study examines students’ perception of the use of ASR technology in the self-paced development of English pronunciation. Participants were composed of 80 Korean students from two English listening classes at a university in South Korea. After practicing shadow-reading of the learnt passage, they were required to have their speeches converted into text using ASR technology and submit it as homework every two weeks. At the end of the semester, students completed a survey using written questionnaires regarding their personal information as well as their perception of using ASR technology. The results show that while no salient effects were found with the all the participants as a whole, significant differences were found between students. Specifically, English listening and speaking proficiencies and risk-taking behavior are shown to be strong predictors for successful performance in the ASR-based activity. The results also show that device satisfaction was a significant factor in explaining students’ successful performance in recognizing pronunciation errors and developing English pronunciation proficiency. Based on student responses, both positive and negative aspects of using ASR technology for developing English pronunciation are discussed. The findings suggest that ASR technology can provide pedagogical benefits insofar as its limitations are recognized.

참고문헌 (45)

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