Collaborative Kinesthetic English Learning With Recognition Technology

Abstract

<jats:p> The aim of this study is to present three contributing factors to kinesthetic learning. This study employed advanced recognition technologies, pedagogical mechanisms, and interesting activity design. First, kinesthetic learning with a speaking accuracy measuring function to facilitate English as foreign language (EFL) learning is proposed. Namely, this function is about measuring the learners’ speaking accuracy and recognizing whether their body movements and facial expressions match their English speaking content via recognition technology. This function is expected to improve the learners’ pronunciation and motivation during the experiment. Second, we propose Collaborative Kinesthetic English Learning System based on the second-language acquisition method Total Physical Response. By integrating our system with Total Physical Response, it helps the learners improve EFL learning with physical movements and stimulates their memorization and motivation from collaborative perspectives. Finally, the last significant contribution of this study is to design and implement interesting interactive activities: Experience-based Sentence-Making and Interactive Dialogue. These two activities are to help learners produce their English output. In this study, our experimental results show Experience-based Sentence-Making and Interactive Dialogue can significantly improve EFL learning. </jats:p>

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

“…The use of ASR-based software was reported to develop positive experiences of second language (L2) learners and to enhance their learning effectiveness, motivation and confidence in practicing language (Golonka et al, 2014; Hwang et al, 2020; Li, et al, 2017; Sidgi & Shaari, 2017). English pronunciation by Chinese learners was improved with the application of ASR technology (Evers & Chen, 2021; Li, et al, 2017).…”

Teachers’ Perceptions of Using Drama- and Other Action-Based Methods in Language Education

“…In fact, most of the activities used were quite simple word games involving action and even some form of competition. These types of activities are particularly suitable for lower levels of language competence, active breaks from sitting down, and for engaging learners (Hwang et al, 2020). The second most common activity was role-plays.…”

“…Repetitions are important in studying and learning foreign languages and through engaging activities, games, playing, and other purposeful movements they become meaningful and natural (Pinter, 2017;van Lier, 2007). Using kinesthetic tasks in language learning activities with body movement and body language has been found to improve language learning (Hwang, Manabe, Cai, & Ma, 2020). Prior research on action-based methods shows that these instructional techniques are beneficial to student motivation, learning, and language acquisition (e.g., Alpar, 2013;Anderson & Berry, 2015;Galante & Thomson, 2017).…”

Investigation of Multiple Recognitions Used for EFL Writing in Authentic Contexts

“…Recognition technologies extract information from signals, analyze it, and then convert it into recognizable outputs [2,22]. The recognition technologies are based on the diversity of input representations and applied widely for EFL learning like speech voices [8,11,21], images [20,23], body motion, facial statuses [9], current location [19,27], and so on. Accordingly, STR recognizes English speech and then converts those into English texts [16].…”