Efficacy of an ICALL tutoring system and process-oriented corrective feedback

Choi, In-Hwa

doi:10.1080/09588221.2014.960941

Cited by 39 publications

(36 citation statements)

References 52 publications

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“…These high mean values, the positive comments, and the significant relationship of At and EE with BI indicate not only that MyST is accepted by its target users, but also that they enjoy it and find it useful and easy to use. This is in contradiction with findings by Choi (2016), who suggested that even the most advanced neuro-linguistic programme technology is not capable of adequately examine learners' output and thus may cause frustration and reduce motivation. Since users of the ASR-based CALL system MyST were positive, MyST seems suitable to carry out more research.…”

Section: Discussioncontrasting

confidence: 83%

Students' acceptance of MySpeechTrainer to improve spoken Academic English

Strik¹,

Ovchinnikova²,

Giannini³

et al. 2019

8th ISCA Workshop on Speech and Language Technology in Education (SLaTE 2019)

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CALL systems with ASR-technology may provide a solution for the growing need to support students' English communication skills at universities, but so far developments in this direction have been limited. MySpeechTrainer is an ASRbased CALL system intended to help students improve their general Academic English oral communication skills, as well as subject-specific vocabulary. In this paper we report on a study that evaluated the acceptance of MySpeechTrainer from the perspective of its target users. To this end, the 'Unified Theory of Acceptance and Use of Technology' (UTAUT) model, which is frequently used in ICT research, was employed to analyze students' acceptance and use of the new system. Two groups of students from Nijmegen and Utrecht universities used and reviewed MySpeechTrainer (N=87). Results of statistical analysis indicated that Social Influence was one of the main predictors of students' readiness to use the system. Participants were generally positive about MySpeechTrainer and indicated the need for more supportive and informative feedback.

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Section: Discussioncontrasting

confidence: 83%

Students' acceptance of MySpeechTrainer to improve spoken Academic English

Strik¹,

Ovchinnikova²,

Giannini³

et al. 2019

8th ISCA Workshop on Speech and Language Technology in Education (SLaTE 2019)

View full text Add to dashboard Cite

show abstract

“…Choi (2014) suggested that even the most advanced neuro-linguistic programme technology does not adequately examine EFL learners' output, which may cause frustration and reduce motivation. Furthermore, although CALL may facilitate EFL learners' autonomous learning, such learning is not sustainable without teachers' guidance.…”

Section: Discussionmentioning

confidence: 98%

An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

Hsu

2015

Computer Assisted Language Learning

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This study aims to explore the structural relationships among the variables of EFL (English as a foreign language) learners' perceptual learning styles and Technology Acceptance Model (TAM). Three hundred and forty-one (n D 341) EFL learners were invited to join a self-regulated English pronunciation training program through automatic speech recognition (ASR) computer system. Participants were asked to actively undertake the interactions with ASR-based computer-assisted pronunciation training (CAPT) on a daily basis for three months. They were directed to finish a questionnaire on their perceptual learning style and technology acceptance. The collected data were analysed with descriptive statistics and structural equation model to investigate the structural relationships. Results show that most participants were visual learners; furthermore, no significant relationship between any type of perceptual learning style and perceived usefulness was discovered. Visual style as well as kinaesthetic style was found to be significantly influential to perceived ease of use which further significantly led to perceived usefulness. Perceived usefulness was significantly related to attitude of using the system that was decisive to EFL learners' continuing use of ASR-based CAPT.

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“…Choi [96] developed a web-based ITS equipped with a process-oriented corrective feedback function and found that it may facilitate EFL learners' acquisition of grammatical concepts. The majority of participants showed favorable perceptions of the tutoring program.…”

Section: Intelligent Tutoring System (Its)mentioning

confidence: 99%

Review of Studies on Technology-Enhanced Language Learning and Teaching

2020

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In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

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Efficacy of an ICALL tutoring system and process-oriented corrective feedback

Cited by 39 publications

References 52 publications

Students' acceptance of MySpeechTrainer to improve spoken Academic English

Students' acceptance of MySpeechTrainer to improve spoken Academic English

An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

Review of Studies on Technology-Enhanced Language Learning and Teaching

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