Recently, a promising topic in computer-assisted language learning is the application of Automatic Speech Recognition (ASR) technology for assisting learners to engage in meaningful speech interactions. Simulated real-life conversation supported by the application of ASR has been suggested as helpful for speaking. In this study, a web-based conversation environment called CandleTalk, which allows learners to seemingly talk with the computer, was developed to help EFL learners receive explicit speech acts training that leads to better oral competence. CandleTalk is equipped with an ASR engine that judges whether learners provide appropriate input. Six speech acts are presented as the foci of the materials with local cultural information incorporated as the content of the dialogues to enhance student motivation. The materials were put to use on 29 English major and 20 nonEnglish major students in order to investigate their learning outcome and perception in an EFL context. Oral proficiency assessment using the format of the Discourse Completion Test (DCT) given before and after the use of CandleTalk and an evaluation questionnaire were two instruments used for data collection. The results of the study showed that the application of ASR was helpful for the college freshmen in the teaching of speech acts, particularly for the non-English major students. Most learners perceived positively toward the instruction supported with speech recognition.

The study examines the effects of an explicit vocabulary program on the gains of EFL lexical and listening abilities. Two sets of 4-week-selflearning lessons were constructed (http://formoosa.fl.nthu.edu.tw/moodle2/). The experimental group with 11 EFL college freshmen was given: a weekly listening clip, and the explicit lexical lesson targeting word sounds, meanings, and collocations. The control group with 7 freshmen was given three clips per week (2 extra clips). The results show that the experiment group performed better in the lexical and listening posttests but the control group did not. Significant correlations were found between the gains of lexical and listening abilities.