Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies

Abstract

Abstract:We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners' perceptions of the pedagogical use of these tools in learning a French segment (the vowel /y/, as in tu 'you') and a suprasegmental feature (across-word resyllabification/liaison, observed in petit enfant 'small child'), in a mobile-assisted context. Our results indicate that, when used in a "learn anytime anywhere" mobile setting, the participants believe that they have: (1) increased and enhanced access to input; and (2) multiple opportunities for speech output and (3) for the development of prediction skills. Interestingly, these findings meet the requirements for successful L2 learning, one that recommends the inclusion of pedagogical activities that promote exposure to input (Nation & Newton 2009), multiple opportunities for output (Swain 1995), and the development of prediction skills (Dickerson 2015) to foster learner autonomy and, consequently, to maximize classroom time by extending the reach of the classroom. Our findings also indicate that participants recognize the pedagogical importance of TTS and ASR, and enjoy the mobile-enhanced learning environment afforded by these two technologies.

Seeing how people hear you: French learners experiencing intelligibility through automatic speech recognition

“…Because 94% of 18‐ to 29‐year‐old Americans now own a smartphone (Pew Research Center, ), ASR seems to offer a practical approach to pronunciation learning. Liakin et al's () 7‐week‐long experiment on the perception by Intermediate university learners of French as a second language in Canada explored the usefulness of two mobile applications for their L2 pronunciation learning process. The 14 learners who used ASR (Natural Dragon) completed homework in the form of five weekly 20‐minute read‐aloud tasks of target words or phrases focusing on /y/.…”

“…To alleviate L2 practitioners’ biggest obstacles, the lack of (1) training in the teaching and development of learners’ pronunciation, (2) in‐class time, (3) available resources, and (4) practical assessment procedures (Sicola & Darcy, ), Automatic Speech Recognition (ASR) may offer a workable and efficient approach. As the capacity of ASR to accurately recognize nonnative speech has improved (van Doremalen, Cucchiarini, & Strik, ; Vu, Wang, Klose, Mihaylova, & Schultz, ), new studies emerged (Hsu, ; Liakin et al, ; McCrocklin, ; van Doremalen, Boves, Colpaert, Cucchiarini, & Strik, ). However, most research has tried to establish ASR's benefits for L2 learning in principle, but only McCrocklin () and Liakin et al () investigated it in instructional practice.…”

“…As the capacity of ASR to accurately recognize nonnative speech has improved (van Doremalen, Cucchiarini, & Strik, ; Vu, Wang, Klose, Mihaylova, & Schultz, ), new studies emerged (Hsu, ; Liakin et al, ; McCrocklin, ; van Doremalen, Boves, Colpaert, Cucchiarini, & Strik, ). However, most research has tried to establish ASR's benefits for L2 learning in principle, but only McCrocklin () and Liakin et al () investigated it in instructional practice. What is more, numerous studies have focused on learners’ experience using ASR, but none has concentrated on learners’ experience of intelligibility through ASR.…”

“…What is more, numerous studies have focused on learners’ experience using ASR, but none has concentrated on learners’ experience of intelligibility through ASR. In addition, only McCrocklin () focused on autonomy in ASR‐enhanced pronunciation learning, but her work warrants expansion to mobile technologies, which only Liakin et al () have done so far. Also, studies have not investigated ASR‐enhanced pronunciation learning as it relates to awareness of intelligibility for Advanced proficiency.…”

Introducing the Special Issue: MOBILizing Language Learning in the 21st Century

“…Several authors (Barcomb et al 2017;Isbell et al 2017;Liakin et al 2017;Teeter 2017) mention MALL alongside CALL, as it is generally acknowledged that the former derives from the latter. Therefore, the term "mobile-assisted language learning" and its acronym MALL are historically precise in their reference to "computer-assisted language learning" and CALL.…”