Using Text-to-Speech Technology for Integrative Listening Tasks

Abstract

Exposure to sufficient and appropriate listening materials in a foreign language is significant for language learners in processing verbal information. Based on this concept, the present study investigates the application of a digital listening tool called text-to-speech (TTS) to integrative listening tasks and dictogloss and influence the listening ability of language learners in specified elements and their perspectives. For this study, a total of 29 university students participated in six TTS-based listening tasks (three dictogloss, two fill-in-the-blanks, and mixed tasks) in the first semester (spring) of 2022. Data were derived from pre- and posttests as academic achievement tests, a questionnaire, and a semistructured interview conducted at the end of the semester. The study employed mixed-method analysis to examine the in-depth integrative understanding of the learning effect of using TTS in dictogloss for listening skills. For quantitative analysis, each test score was compared using paired sample t-test; for qualitative analysis, the study employed content analysis for open-ended questions and semistructured interviews. The findings of the study were obtained as follows. First, the study noted significant differences in specific listening elements such as listening comprehension of details and vocabulary. Second, the participants perceived that TTS-based dictogloss was effective for understanding different accents and writing skills and motivating their self-learning ability. Along with these findings, the study suggested several pedagogical implications.