SalukiSpeech: Integrating a New ASR Tool Into Students’ English Pronunciation Practice

McCrocklin, Shannon; Fettig, Claire; Markus, Simon

doi:10.31274/psllt.13342

Cited by 1 publication

(1 citation statement)

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“…This implies that students should be able to recognize words whose pronunciation frequently differs from that of the written word. Due to the fact that pronunciation needs students not only to have an understanding of the pertinent but also to learn how to pronounce certain sounds using a voice device while receiving constant practice and feedback (McCrocklin, 2022). In terms of the correctness or acceptance of an utterance, pronunciation is the process of producing a spoken sound that comprises intonation articulations, vowels, accent inflection, and construction (Ramasari, 2017, Graff, 2006.…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Motivation on the Use of Rosetta Stone in Learning English Pronunciation

Yuliani

Khulaifiyah

Idayani

2023

AIJP

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English as a Foreign Language teaching and learning has made extensive use of the integration of multimedia language such as Rosetta Stone. Therefore, this research aims to find out Junior High school students' motivation in learning pronunciation by using the Rosetta Stone in three dimensions of self-determination theory in terms of autonomy, competence and relatedness. The quasi-experimental pretest-posttest design with 30 samples divided into two groups was used in this methodology. The experimental group received face-to-face instruction using Rosetta Stone, while the control group only received instruction using the drilling technique. Furthermore, the result of statistical analysis showed a significant difference between the groups in terms of total support for the experimental group. As a result, Rosetta Stone inspired students to participate in the pronunciation class, and they are enthusiastic and satisfied with the use of Rosetta Stone in the classroom.

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Section: Introductionmentioning

confidence: 99%