Pronunciation learner autonomy: The potential of Automatic Speech Recognition

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

“…Despite the lack of studies that examine learners' perceptions and the learning potential of TTS and ASR, these results are in line with previous research on the pedagogical use of technologies that foster learner-centred teaching [38,49,50] as a style of instruction that is "responsive, collaborative, problem-centred, and democratic in which students [ . .…”

“…In the context of pronunciation instruction, researchers propose using ASR to teach the pronunciation of a foreign language and to assess students' oral production. While many studies show that ASR technology can be effective for the teaching of segments [35][36][37][38][39][40][41], there is a lack of research reporting on learners' perceptions of using such tools.…”

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

“…Contributing to research on mobile‐assisted learning, this study investigated how two groups of college‐level second language French learners developed greater awareness of their own intelligibility using ASR in Gmail. Using an ecological approach (van Lier, ) and an experiential learning model (Kolb, ), while following up on Liakin, Cardoso, and Liakina (2017), as well as McCrocklin (), this study found that ASR could credibly simulate understanding by a native speaker, allowing learners to close the intelligibility gap and develop a sense of what successful interpersonal communication entails. Pedagogical implications are offered.…”

“…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.…”