Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence

Abstract

The present study aimed to utilize speech-enabled corrective feedback (SECF) technology to enhance the speaking skills of learners of English as a foreign language (EFL). This innovative approach combined speech-to-text recognition (STR) with automated corrective feedback (ACF) capabilities. As EFL students articulated in English, the STR component promptly converted their spoken words into written text. Subsequently, the ACF module scrutinized this text, pinpointing and immediately providing feedback on errors. This setup empowered learners to identify and rectify their linguistic inaccuracies, encompassing aspects such as pronunciation, vocabulary, and grammatical elements like word order and form. Thus, the SECF system offered a dynamic, real-time tool for improving EFL students’ spoken English proficiency. The present study aimed to investigate whether the proposed technology can help improve EFL speaking skills, alleviate foreign language anxiety, and facilitate confidence to speak. Utilizing mixed research methods - collecting both qualitative and quantitative data - and employing a single-case experimental design, the study leveraged the strengths of both approaches while minimizing their respective limitations. The study recruited university students from China (n = 14) and Kazakhstan (n = 14) in a tele-collaborative learning project focused on EFL speaking practice, cultural topic exploration, and reflective sessions. Pre- and post-experimental assessments were conducted to measure learning outcomes. The results showed significant improvements in the students’ EFL speaking ability, especially in pronunciation, grammar, vocabulary and discourse length. Interviews revealed several advantages of the SECF technology: (a) it provided more opportunities for English speaking practice; (b) it helped learners in identifying and correcting their speech errors; and (c) it facilitated accurate communication between learners from two countries. Additionally, the questionnaire results showed a notable decrease in foreign language anxiety and increase in confidence among the participants. Based on these results, the study offered valuable insights and recommendations for educators and researchers in the field, highlighting the potential of SECF technology in language learning contexts.