A study of the facilitation of cross‐cultural understanding and intercultural sensitivity using speech‐enabled language translation technology

Abstract

We proposed speech-enabled language translation (SELT) technology that consists of speech-to-text recognition (STR) and computer-aided-translation (CAT) systems to support intercultural communication. When the participants spoke in their native languages, the STR system generated texts from their voice input, and the CAT system translated the STR-generated texts in foreign languages into English. We aimed to investigate whether our approach would be useful to facilitate cross-cultural understanding and the intercultural sensitivity of the participants. Our results demonstrated that cross-cultural learning literally took place during the learning activity and that the intercultural sensitivity of the participants improved. Furthermore, low intelligibility and accuracy rates were obtained for Mongolian, Filipino, Hindi, Mandarin, and Vietnamese, while high intelligibility and accuracy rates were obtained for Spanish, Russian and French during the SELT process. Finally, our results showed that the students highly valued the application of SELT as support for the cross-cultural learning activity due to its ease of use, its ability to enable access to authentic content, and the collaboration that occurred among the participants. Based on our results, we provide some implications and useful suggestions to educators and researchers.

Review of Studies on Technology-Enhanced Language Learning and Teaching

“…Although perfect accuracy of technology is expected, it is difficult to achieve. For example, Huang et al [67], McCrocklin [68], Shadiev et al [9] reported that the accuracy rate of speech recognition is a problematic issue during the learning process. If output generated by recognition systems is not accurate enough, then it is not useful, and is meaningless for learners.…”

“…With SR support, language learners performed better on comprehension tests than those who did not. SR technology can also be combined with computer-aided-translation technology to support cross-cultural communication [9]. Some problems associated with using SR technology were reported in reviewed articles.…”

“…Therefore, the use of technologies has become nearly ubiquitous for language learning. New technologies (e.g., virtual reality, augmented reality or wearable technology) were detected and increasingly available [9]. Furthermore, emerging technologies (e.g., cloud computing, computational thinking, natural language processing, etc.)…”

Intercultural Learning Supported by Technology: A Small-Scale Systematic Review

“…After screening the articles according to the above criterions, finally, four studies were selected to be a review related to intercultural learning. In this review, we firstly report and checked selected studies into tables and then reviewed the studies from the following six dimensions: (2) influences of Byram's models on technology used and learning environment, (3) the influences of Byram's models on cultures, languages, different number and level of participants, (4) learning activities and the topics in terms of intercultural learning (5) issues and the solutions, (6) recommendation for the future study and practise.…”

Review of Research on Technologies for Language Learning and Teaching

“…The rapid advancement of technologies in the last years has created advantages and opportunities for education [2] that the use of technologies has become nearly ubiquitous for foreign/second language (FL/SL) learning. Some new technologies, such as virtual reality, smart watch and other wearable devices are detected and increasingly available [3]. In addition, some emerging technologies, such as Google glasses and computational thinking, are also maturing and very Then, we make a comparison between technologies used from 2014 to 2018 and technologies used before 2014.…”