Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang, Michael Yi‐Chao; Jong, Morris Siu‐Yung; Lau, Wilfred W. F.; Chai, Ching Sing; Wu, Na

doi:10.14742/ajet.6798

Cited by 28 publications

(32 citation statements)

References 70 publications

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“…This mode of teaching is conducive to the development of students' independent learning, inquiry learning, and cooperative learning abilities. The development of the Internet has made education reform inevitable, and in 2020, online teaching reflects great advantages, as students can repeatedly watch the teacher's lecture videos and consolidate their knowledge and understanding in class [ 11 ]. Therefore, in order to better promote college English reading teaching, this study combines online and offline teaching in an attempt to further explore the potential of applying the flipped classroom teaching model for college English reading teaching, in order to provide insights for improving college students' English reading level and reading interest and constructing a more efficient English reading classroom [ 12 – 14 ].…”

Section: Introductionmentioning

confidence: 99%

College English Assisted Teaching Based on Flipped Classroom and Its Influence on Students’ Learning Psychology

Zhang

2022

Occupational Therapy International

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English reading occupies a large proportion of English test papers, and English reading ability is crucial for college students. However, in the actual teaching process, teachers often neglect the cultivation of students’ reading ability. Influenced by the new crown epidemic, various schools actively carry out online teaching. Through online teaching, we found that students’ interest in English classes has significantly increased, and the flipped classroom teaching model is a teaching model that combines online and offline teaching. Therefore, this study attempted to apply the flipped classroom model to college English reading instruction to stimulate students’ interest in English reading, increase students’ participation in class, and improve students’ ability to cooperate with each other and ultimately improve students’ reading performance. In this study, independent and paired sample t -tests were conducted using SPSS on the results of two reading tests to analyze the effect of this teaching method on the reading level of college students. The data collected from the questionnaires were quantitatively analyzed to understand the changing status of college students’ interest in reading and their perceptions of this instructional model. The study found that the flipped classroom can improve the reading level of college students. As for the survey of students’ cultural knowledge in the classroom, 56% of them know more about it, and 44% of them have almost no relevant background knowledge. In summary, we can conclude that students do not do enough prereading before class, their participation in class is low, and they know less about the corresponding cultural background knowledge. In the process of flipped classroom teaching, teachers should focus on adapting to their role change in time and selecting high-quality resources to push to students. At the same time, they should also strengthen the cultivation of students’ independent learning ability before class, improve students’ initiative, communicate more with students in class, find students’ problems in time and give corresponding guidance according to students’ specific conditions, and pay attention to the evaluation mode after class. Finally, we give teachers and students corresponding suggestions for the problems that appear in the experimental process, so as to promote the flipped classroom teaching to better serve the college reading teaching.

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Section: Introductionmentioning

confidence: 99%

College English Assisted Teaching Based on Flipped Classroom and Its Influence on Students’ Learning Psychology

Zhang

2022

Occupational Therapy International

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“…Consequently, relevant institutions and organisations should develop assessment standards for the effectiveness of smart learning environments, which not only include relevant content of technological solutions but also focus on the development of students' information literacy. Moreover, researchers and education practitioners should investigate the effect of smart classrooms on improving students' information literacy by conducting quasiexperiments after students experienced the smart classroom learning environment (Jiang et al, 2021) and the results could also be used as an important reference of the evaluation criteria for smart classrooms.…”

Section: Discussionmentioning

confidence: 99%

Smart classroom preferences and information literacy among college students

Yang

et al. 2022

AJET

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In recent years, smart classrooms have been widely constructed in colleges and universities. To help the design of student-centred smart classroom in compliance with students’ information literacy levels and enable all students to adapt to the smart classroom smoothly, this study utilised a quantitative method to investigate the information literacy and preferences for smart classroom learning environments (PSCLE) of 873 Chinese college students. The results indicated statistically significant effects of college students’ information literacy on the eight dimensions of students’ PSCLE (student negotiation, inquiry learning, reflective thinking, usefulness, ease of use, multiple sources, connectedness, functional design). In addition, three profiles could be identified regarding students’ information literacy. Students with a high level of information literacy obtained significantly higher scores on four of the critical dimensions of PSCLE (student negotiation, inquiry learning, reflective thinking and functional design) than those students with medium or low levels of information literacy. Based on the results, we suggest that college students’ information literacy and their PSCLE should be considered by researchers and education practitioners when designing, constructing and evaluating smart classroom learning environments. Implications for practice or policy: Schools should evaluate students’ information literacy and equip smart classrooms with various information communication technology devices to cater to students’ varying levels of information literacy. Instructors or curriculum designers should develop differentiated instruction strategies and activities for students, in alignment with different levels of information literacy. Institutions and organisations should reconsider evaluation criteria for smart classrooms and incorporate the improvement of students’ information literacy as an important indicator.

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“…In addition, the feedback provided by language teachers for each learner is oftentimes subject to time and space restraints. With the advancement of educational technology and artificial intelligence, especially in the domain of intelligent computerassisted language learning (iCALL), the automatic speech recognition (ASR) technology is progressively regarded as a conceivable solution to address that issue (Mroz, 2018;McCrocklin, 2019;Evers and Chen, 2020;Jiang et al, 2021;Zhai et al, 2021). ASR-based technologies and applications attract L2/FL researchers' and practitioners' attention (McCrocklin, 2016;Penning de Vries et al, 2020), owing to the features such as considerable amounts of practice, consistent and unbiased feedback, and diverse forms of visual representations (Levis, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…According to Rassaei (2021), those features are integrally linked with and emphasized in sociocultural theory as critical characteristics of an effective classroom teaching. Moreover, apart from more opportunities for extensive interaction in the target language and real-time feedback, ASR-based technology can also provide L2/FL learners with more control over their selflearning, thus creating a less threatening self-paced environment for individual learners when learning to speak in the target language (Jiang et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…A growing number of empirical studies examining the effect of ASR technology on L2/FL learning have been conducted in the past decade with the majority of them dedicated to research on L2/FL pronunciation (McCrocklin, 2016;Evers and Chen, 2020), some dedicated to improving oral grammatical skills and complexity (Penning de Vries et al, 2020;Jiang et al, 2021), while far less to vocabulary learning (Bashori et al, 2021), despite the paramount role of productive vocabulary learning in L2/FL learning (Schmitt, 2010;Li and Hafner, 2021). Previous research has also lent some support to the effects of iCALL technologies on vocabulary knowledge (e.g., Chen and Hsu, 2019;Soyoof et al, 2022), thus making the present attempt to integrate ASR technology into vocabulary learning in an L2/FL classroom deserve attention.…”

Section: Introductionmentioning

confidence: 99%

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Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students

Jiang

Jong

et al. 2022

Front. Psychol.

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Although the automatic speech recognition (ASR) technology is increasingly used for commercial purposes, its impact on language learning has not been extensively studied. Underpinned by the sociocultural theory, the present work examined the effects of leveraging ASR technology to support English vocabulary learning in a tertiary flipped setting. A control group and an experimental group of college students participated in a 14-week study. Both groups had their English classes in a flipped fashion, but the experimental group was assigned with ASR-assisted oral tasks for pre-class self-learning. The pre- and post-intervention in-class task performance of both groups was audio-recorded and transcribed for data analysis. The triadic complexity-accuracy-fluency (CAF) framework was adopted to evaluate the participants' vocabulary learning. The between- and within-subjects effects were examined mainly through procedures of MANCOVA and mixed-design repeated measures ANCOVA. Results showed that on all the metrics of lexical complexity and speed fluency, the experimental group outperformed the control group, and had significant growth over time. On the other hand, the control group only improved significantly overtime on the G-index. On lexical accuracy, there was no significant difference between the two groups, and the within-subjects effect was not significant for either group. The findings lent some support to Skehan's Trade-off Hypothesis and discussions were conducted regarding the triarchic CAF framework.

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Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Cited by 28 publications

References 70 publications

College English Assisted Teaching Based on Flipped Classroom and Its Influence on Students’ Learning Psychology

College English Assisted Teaching Based on Flipped Classroom and Its Influence on Students’ Learning Psychology

Smart classroom preferences and information literacy among college students

Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students

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