스마트폰 음성인식 앱을 활용한 영어 학습이 듣기능력 향상 및 정의적 태도에 미치는 영향
The effects of using mobile assisted speech recognition applications on listening proficiency and affective attitude
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The present study aimed to explore whether EFL university students’ use of speech recognition applications (SRA) positively affects their English listening proficiency and affective attitude. For the study, 110 university students’ TOEIC listening scores of before, after, and two weeks after the experimental lessons were analyzed. The results show that the use of SRA did not bring a statistically significant increase in the test scores taken right after the experimental lessons. However, there was a significant difference in the delayed test carried out two weeks after the experimental lessons. In a further analysis carried out to see if learners’ listening proficiency affects the effect of SRA, the result showed that the lower-level students showed a significant increase in the delayed test while higher-level students showed no difference for either the immediate or delayed test. Regarding students’ affective attitude, students showed improvement in their motivation, confidence, and interest. Overall, the study results indicated that using SRA brought positive effects on the learners’ listening ability and helped them become more motivated and gain confidence in listening. Based on the results, it is suggested that teachers incorporate more use of digital devices into their lessons.
Abstract
The present study aimed to explore whether EFL university students’ use of speech recognition applications (SRA) positively affects their English listening proficiency and affective attitude. For the study, 110 university students’ TOEIC listening scores of before, after, and two weeks after the experimental lessons were analyzed. The results show that the use of SRA did not bring a statistically significant increase in the test scores taken right after the experimental lessons. However, there was a significant difference in the delayed test carried out two weeks after the experimental lessons. In a further analysis carried out to see if learners’ listening proficiency affects the effect of SRA, the result showed that the lower-level students showed a significant increase in the delayed test while higher-level students showed no difference for either the immediate or delayed test. Regarding students’ affective attitude, students showed improvement in their motivation, confidence, and interest. Overall, the study results indicated that using SRA brought positive effects on the learners’ listening ability and helped them become more motivated and gain confidence in listening. Based on the results, it is suggested that teachers incorporate more use of digital devices into their lessons.
참고문헌 (35)
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