Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role

Gilakjani, Abbas Pourhosein; Rahimy, Ramin

doi:10.1007/s10639-019-10009-1

Cited by 22 publications

(15 citation statements)

References 58 publications

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“…The results of this study were consistent with the findings of Pourhosein Gilakjani and Rahimy (2020) and Liakin et al (2015) that participants had a positive attitude and satisfaction towards software based on ASR systems. Additionally, the results were similar to Mroz (2018) findings that ASR technology can improve learners’ English pronunciation skills.…”

Section: Discussionsupporting

confidence: 91%

“…The potential and advantages of electronic technology are widely recognized ( Sidgi and Shaari, 2017 ; Kholis, 2021 ). For example, Pourhosein Gilakjani and Rahimy (2020) believed that the use of electronic technology in traditional pronunciation classes brings positive effects to learners. Liakin et al (2015) also applied ASR technology to traditional phonetic teaching, and the research results showed that ASR technology could have a positive impact on teaching effects.…”

Section: Introductionmentioning

confidence: 99%

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A study of college students’ perceptions of utilizing automatic speech recognition technology to assist English oral proficiency

Liu

Chen

2022

Front. Psychol.

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For English as a Foreign Language (EFL) students, automatic speech recognition (ASR) technology is the most potential assistant tool to help them improve their spoken English ability. The primary purpose of this study is to investigate learners’ perceptions towards ASR technology after it is applied to traditional classrooms. This study selected 249 English majors from a university in Northeastern China as samples and divided them into a control group consisting of 124 students and an experimental group including 125 students. The participants of two groups used ASR technology in the process of oral practice, and the experimental group also added teacher’s guidance compared with the control group. The teacher gives more detailed instruction in speaking based on the scores provided by ASR technology. Participants needed to complete relevant questionnaires and learning reflective journals during the experiment. The results of the study showed that both participants and instructors held positive and satisfactory attitudes towards the potential of ASR in oral training and believed that the technology could meet many of their needs such as the scoring system to help them more intuitively understand the real speaking level. The findings of this paper will give some implications to oral English teaching in the future.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

A study of college students’ perceptions of utilizing automatic speech recognition technology to assist English oral proficiency

Liu

Chen

2022

Front. Psychol.

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“…Detailed requirements analysis of the text unit is conducted based on the requirements analysis in the basic process design, including the analysis of the three-dimensional objectives and key points of the content of the unit, and the analysis of the characteristics of students learning the unit. Based on the structural design of the basic process, the detailed design of the course unit is completed, including instructional design and functional module design [ 17 ]. In the detailed design stage of the unit, the teaching design can design the learning situation, teaching content, teaching priorities, teaching process, and classroom control of the unit, while the design direction and content of the augmented reality teaching resources functional module of the unit are determined, and the methods and ideas in the design will be verified in the prototype production.…”

Section: Design Of An Ar Game-aided Model For Teaching English Pronun...mentioning

confidence: 99%

The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching

Yuan

Chen

et al. 2022

Occupational Therapy International

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This paper conducts an in-depth study and analysis of the practice and application of teaching English pronunciation to children using AR (augmented reality) game assistance. The article analyzes the design of AR educational games based on the concept of learning behavior input, clarifies and determines the factors influencing students’ learning behavior input in AR gamified teaching environment, and proposes the design principles of AR educational games based on learning behavior input. By analyzing the characteristics of experiential learning and AR, the model of AR-based English experiential learning activities for elementary school is established. Based on certain demand analysis, the AR software that can be used for teaching pronunciation in elementary school English classrooms was designed and developed using Unity3D and 3ds Max software. The experimental method was used to compare and apply the software in the target school, and the students of elementary school X were selected as the experimental subjects. The data were analyzed with the help of SPSS and NVivo software, and the questionnaire was used to measure the “ease of use,” “usefulness,” and “satisfaction with the software.” The questionnaire was used to measure students’ acceptance of AR software in three dimensions: “ease of use,” “usefulness,” and “satisfaction with the software.”

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“…CALL research has been continuing for decades examining CALL usage in various contexts and with different language. Its potential for language teaching has been discussed by some researchers (Aghajanzadeh Kiasi & Pourhosein Gilakjani, 2022;Ahmadi, 2018;Akhter Farhat & Dzakiria, 2017;Enayati & Pourhosein Gilakjani, 2020;Gilakjani, Sheikhy, Montashery, & Alizadeh, 2019;Jafarian, Soori, & Kafipour, 2012;Kilickaya & Krajk, 2010;Naraghizadeh & Barimani, 2013;Pourhossein Gilakjani, 2018;Pourhosein Gilakjani & Rahimy, 2020;Saleh & Gilakjani, 2021;Sheylani Bakshs & Pourhosein Gilakjani, 2021). Kilickaya and Krajk (2010) examined 38 university learners with an online vocabulary program called "WordChamp" in Turkey.…”

Section: Review Of the Literaturementioning

confidence: 99%

A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning

Khalifehkari

Gilakjani²

2022

IJREE

Self Cite

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The present study aimed at investigating the effect of CALL on intermediate EFL learners' vocabulary learning and comparing it with traditional teaching method. To this end, a quasi-experimental design was used in which 80 students were chosen based on their performance in an Oxford Placement Test (OPT), and were randomly assigned to the experimental and control groups. Six reading comprehension passages consisting of 72 new words were selected from the book "504 essential words" and used as the pretest of the study. Then, the experimental group received twelve sessions of treatment which was teaching vocabulary through different tools in the computer such as related pictures, video, textual highlights, PowerPoint slides, or Narsis software while the control group received the traditional way of teaching such as providing oral pronunciation of words, explaining their parts of speech, and offering a direct translation of words in Persian. Afterward, both groups attended the post-test of vocabulary at the end of the study. The scores of learners in pretest and posttest were analyzed statistically via running independent T-test. The findings revealed that CALL instruction was more effective in enhancing learners' vocabulary learning in comparison to the traditional vocabulary instruction. The findings indicated that the experimental group had a better performance than that of the control group, and the learners in the CALL group learned more vocabulary than the learners in the traditional group. The findings of this research have implications for teachers and learners as teachers can use CALL in EFL classes to help them be independent learners, and make vocabulary learning more attractive and enjoyable to learners. The findings can help material developers and syllabus designers to consider the importance of CALL while planning textbooks and materials.

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Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role

Cited by 22 publications

References 58 publications

A study of college students’ perceptions of utilizing automatic speech recognition technology to assist English oral proficiency

A study of college students’ perceptions of utilizing automatic speech recognition technology to assist English oral proficiency

The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching

A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning

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