Automatic speech recognition technology as an effective means for teaching pronunciation

Abstract

This study aimed to explore the effect of using automatic speech recognition technology (asr) on the third grade efl students’ performance in pronunciation, whether teaching pronunciation through asr is better than regular instruction, and the most effective teaching technique (individual work, pair work, or group work) in teaching pronunciation through asr. Sixty-four 3rd grade male and female students in the second semester of the scholastic year 2012/2013 at Al-Abrar Basic Mixed School were selected as the study sample. They were randomly assigned into four groups, three experimental and one control. The three experimental groups were taught using asr method. They used the Tell Me More Performance English program to practice pronunciation. The control group was taught using regular instruction by the same teacher. The findings of the study showed that there were statistically significant differences between the mean scores of the control (regular instruction) and the experimental (ASR) groups in favor of the experimental group. Furthermore, the findings revealed that there was a statistically significant difference in the mean scores between individual work, pair-work, and group-work in favor of the individual work method. The findings also revealed that there was no significant correlation between the level (word, sentence, and real-life dialogue), and the experimental group students’ performance on the pronunciation post-test. However, students performed better at the dialogue level than at the word, and sentence levels. Finally, a number of related recommendations are presented for teachers and researchers to consider.