Computer-assisted Pronunciation Teaching Research Articles

Computer-Assisted Pronunciation Teaching: An Analysis of Empirical Research

Computer-assisted pronunciation teaching has been shown to have favourable learning outcomes for language learners, which brought about the emergence of increasing body of research on this topic. Despite some attempted review studies, no systematic review of the line of the relevant literature has hitherto been observed. This study seeks to fill in this gap by reviewing the research on computer-assisted pronunciation teaching in L2 classes published between 2010 and 2021 May. 26 studies were scrutinized in terms of their contexts and participants, technology used, pronunciation aspect analysed, research design and focus, data collection tools and theoretical framework. The results showed that most of the studies were conducted with EFL/ESL learners at university level. Computer-assisted pronunciation training (CAPT) and Automatic Speech Recognition (ASR) programs were utilized more than other technological tools. Quantitative design was the dominant research method, which was followed by mixed method design while few studies were grounded in a theoretical framework. Segmental features of pronunciation received more attention. Pronunciation achievement, learner perceptions, relationship between some variables related to pronunciation learning and student interaction/ participation were the main topics of investigation. The findings suggested that teachers had a key role in promoting the effectiveness of computer-assisted pronunciation teaching by scaffolding, motivating, and guiding the learners as they use CAPT or technological tools. To this end teacher training that supports teachers in developing these competencies can be beneficial. Further research can focus on languages other than English, be conducted in primary and secondary school level and have longitudinal designs.

Enhancing English Pronunciation for Novice Learners: An Investigation into the Effectiveness of Computer-Assisted Pronunciation Teaching

Enhancing English Pronunciation for Novice Learners: An Investigation into the Effectiveness of Computer-Assisted Pronunciation Teaching

Using internet resources in the development of English pronunciation: the case of the past tense -ed ending

The paper presents the results of a quasi-experimental study which was conducted with a view to determining the effect of an intervention in the form of the application of teacher-designed Internet-based resources (i.e., websites, podcasts, movie clips) that students could use autonomously on the development of pronunciation of the English regular past tense -ed ending. The sample consisted of 45 Polish secondary school learners. Participants were divided into three groups, two treatment and one control. The intervention spanned two weeks. The lessons in treatment group 1 were conducted by means of online resources and those in treatment group 2 were carried out in a traditional way (i.e., without autonomous recourse to computer-assisted pronunciation teaching). The students in the control group did not receive any instruction related to the pronunciation feature in question over that time. The data were gathered by means of perception and production tests administered before (pretest) and after (immediate and delayed posttests) the treatment, and subjected to quantitative analysis. The results, supported by the participants’ evaluation of the two types of pedagogic intervention, indicate that although the effects of the experimental treatments proved to be comparable, the use of online resources produced more durable gains and was more favorably evaluated by learners. This provides a rationale for using computer technology as a tool for enhancing traditional teaching of English pronunciation in secondary school.

Speech Processing for Language Learning: A Practical Approach to Computer-Assisted Pronunciation Teaching

This article contributes to the discourse on how contemporary computer and information technology may help in improving foreign language learning not only by supporting better and more flexible workflow and digitizing study materials but also through creating completely new use cases made possible by technological improvements in signal processing algorithms. We discuss an approach and propose a holistic solution to teaching the phonological phenomena which are crucial for correct pronunciation, such as the phonemes; the energy and duration of syllables and pauses, which construct the phrasal rhythm; and the tone movement within an utterance, i.e., the phrasal intonation. The working prototype of StudyIntonation Computer-Assisted Pronunciation Training (CAPT) system is a tool for mobile devices, which offers a set of tasks based on a “listen and repeat” approach and gives the audio-visual feedback in real time. The present work summarizes the efforts taken to enrich the current version of this CAPT tool with two new functions: the phonetic transcription and rhythmic patterns of model and learner speech. Both are designed on a base of a third-party automatic speech recognition (ASR) library Kaldi, which was incorporated inside StudyIntonation signal processing software core. We also examine the scope of automatic speech recognition applicability within the CAPT system workflow and evaluate the Levenstein distance between the transcription made by human experts and that obtained automatically in our code. We developed an algorithm of rhythm reconstruction using acoustic and language ASR models. It is also shown that even having sufficiently correct production of phonemes, the learners do not produce a correct phrasal rhythm and intonation, and therefore, the joint training of sounds, rhythm and intonation within a single learning environment is beneficial. To mitigate the recording imperfections voice activity detection (VAD) is applied to all the speech records processed. The try-outs showed that StudyIntonation can create transcriptions and process rhythmic patterns, but some specific problems with connected speech transcription were detected. The learners feedback in the sense of pronunciation assessment was also updated and a conventional mechanism based on dynamic time warping (DTW) was combined with cross-recurrence quantification analysis (CRQA) approach, which resulted in a better discriminating ability. The CRQA metrics combined with those of DTW were shown to add to the accuracy of learner performance estimation. The major implications for computer-assisted English pronunciation teaching are discussed.

An Illustrated Taxonomy of Online CAPT Resources

Computer-assisted pronunciation teaching (CAPT) for second-language learners has made great strides in recent years. While once small in number and confined to desktop computers, a great variety of CAPT resources are available online today. These resources provide instructional activities of various types, utilize different sensory modalities, and give different types of feedback. After discussing the many, long-promised, potential benefits of CAPT, this article outlines the basic principles of seven categories of CAPT resources and provides examples of each category.

APPLYING TRANSCRIPT 1.23 IN IMPROVING THE STUDENTS’ WEAK FORMS AND CONNECTED SPEECH

This true experimental research is mainly aimed at investigating the effectiveness of using Computer-assisted Pronunciation Teaching (CAPT) application software Transcript 1.23 in teaching English pronunciation of weak forms and connected speech. The data used to measure the effectiveness of the application of CAPT software in the treatment is collected from participants’ oral performance in the form of voice records. The research involved the Government Islamic Senior High School 2 Pontianak. The pre-test and pos-test data from the participants is analysed and compared to measure the effect of the given treatment. The result of the research demonstrates a strong effect of the application of the software to improve the quality of the participants’ pronunciation of weak forms and connected speech. The effectiveness the application of the software is categorised as strong according to the criteria developed by Cohen.

CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals

Nowadays there are several challenges for English teachers as well as researchers regarding how to teach foreign language pronunciation more effectively. The current study aimed to explore the effect of computer-assisted pronunciation teaching (CAPT) on Persian monolinguals and Turkmen- Persian and also Baloch- Persian bilinguals’ pronunciation considering production and perception. A sample of 48 female mono and bilingual 7th-grade students participated in this study and made the experimental and comparison groups. All the participants took the Oxford Placement Test and accordingly were in the beginner level of English language proficiency (95.83% of the participants’ scores ranged from 0 to 15). The experimental group experienced a technology-based instruction while the comparison group benefited from traditional listen and repeat method of pronunciation teaching. Two Two-way between-group ANOVAs were used to define the influence of CAPT on pronunciation production and perception of the mono and bilingual participants. The results of the study indicated that CAPT had a significant effect on pronunciation production while pronunciation perception was comparatively more enhanced through the traditional method. Regarding mono and bilingualism, it was also found that bilinguals significantly outperformed monolinguals in pronunciation production in both groups while there was no significant difference between them in pronunciation perception. There were also no interaction effects for pronunciation perception or production scores. The results generally showed that CAPT can be beneficial specifically when it is used along with traditional methods at schools in beginner levels.

Investigating the impact of computer-assisted pronunciation teaching (CAPT) on improving intermediate EFL learners’ pronunciation ability

Computer-assisted pronunciation teaching (CAPT) software has been developed to improve learners’ pronunciation. CAPT software helps learners to study independently, selecting what function to use and how often they utilize it. CAPT systems are regarded as a useful tool for pronunciation training for learners, specifically those who feel uncomfortable having their pronunciation corrected in front of other learners. This study investigated the effects of computer-assisted pronunciation teaching (CAPT) on Iranian intermediate EFL learners’ pronunciation ability. The researchers used Accent Master Software (AMS) for this objective. A total number of seventy EFL learners were selected based on their performance on Quick Placement Test (QPT). Then, they were randomly divided into two groups (one experimental and one control group). Pre-test of pronunciation was administered to both groups at the beginning of the study to examine their pronunciation before introducing the treatment. Then, CAPT (here AMS) was introduced to the experimental group and the control group received the traditional way of teaching pronunciation. Afterward, both groups attended the post-test. The data were analyzed through running the Independent and Paired Samples T-test methods. Based on the statistical analyses, it was concluded that CAPT had a statistically significant effect on Iranian intermediate EFL learners’ pronunciation. The results also indicated that there was a statistically significant difference in the post-test scores between the control and the experimental groups. That is, the experimental group outperformed the control group in the post-test of pronunciation and the progress within the group for the experimental group was higher than that of the control group.

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

Computer-Assisted Pronunciation Teaching (CAPT) provides EFL teachers with more alternatives to help learners who have serious problems in learning pronunciation. CAPT also provides EFL learners with a private, stress-free environment where they can have access to an enormous amount of input and repetitive practice pronunciation at their own pace. This study investigated Iranian teachers’ role in using CAPT in teaching pronunciation. It also examined whether using CAPT enhanced a better English pronunciation instruction among Iranian sophomore EFL learners. The researchers used Pronunciation Power 2 (PP2) for this objective. First, a qualitative method was used. It involved interviews with a volunteer sample of three males and two females, with a total of five participants from one of the Azad Universities of Iran. The researchers used convenience sampling method for this study because participants were selected voluntarily. The researchers used semi-structured interview questions as the instrument of qualitative method. The data were collected and analyzed. The qualitative data analysis was done through reducing and displaying the collected data and drawing conclusions from the collected data. The findings of qualitative method indicated that PP2 provided appropriate teaching resources for teachers and met their teaching needs. PP2 also changed teachers’ role from a dispenser of information to a facilitator of information. Second, a quantitative method was followed in which two groups of Iranian learners (one experimental and one control) participated in this research. The study sample involved 66 females and 34 males, with a total of 100 participants who were selected as convenient sample. Participants were exposed to the treatment of a CAPT teacher and a non-CAPT teacher. The researchers administered a pre-test as well as a post-test of English pronunciation to both groups. The data were analyzed through running the Paired Samples T-test method. The findings of quantitative research indicated significant pronunciation improvement in the experimental group of the learners who received CAPT instruction from their teachers.

A Computer Assisted Pronunciation Teaching(CAPT) Program for Developing English Pronunciation Skills of EFL young Learners

A Computer Assisted Pronunciation Teaching(CAPT) Program for Developing English Pronunciation Skills of EFL young Learners

Optimal implementation setting for computerized visualization cues in assisting L2 intonation production

Research has established that computerized visualization cues as operationalized via waveform and spectrogram can assist L2 intonation production. However, whether such effects would vary as a function of learners' attentional state remains largely unexplored. Similarly, whether waveform and spectrogram should be displayed in discrete sentences or in contextualized discourse also remains unclear. This study examined the moderating effects of different attentional states (explicit vs. implicit) and notation contexts (discrete sentences vs. contextualized discourse) in computer-assisted pronunciation teaching (CAPT) on 85 L2 learners' diachronic intonational gain in scripted (planned) and unscripted (spontaneous) speech. The combination of the two variables led to four CAPT implementation conditions for scripted and unscripted speech: (1) explicit-sentence, 2) explicit-discourse, 3) implicit-sentence, and 4) implicit-discourse. The results show that when the objective is to promote intonational gain in scripted speech, the key is L2 learners’ attentional states; learners whose attention was explicitly directed to the computerized visualization cues exhibited more significant intonational gain. However, when the goal is to promote intonational gain in unscripted speech, the notation context in which the computerized visualization cues are embedded is crucial; L2 learners receiving the cues displayed in discrete sentences showed marked intonational gain. Pertinent pedagogical implications are discussed.

Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT)

This study examined the factors that influenced Iranian teachers’ use of computer-assisted pronunciation teaching (CAPT) in teaching English pronunciation. Iranian teachers have serious problems in teaching pronunciation such as lack of enough time, knowledge, experience, training, and suitable pronunciation materials. In this study, the researchers examined how the use of CAPT helped teachers to overcome these problems and improve their pronunciation instruction. Pronunciation Power 2 (PP2) was used for this purpose. First, a qualitative method was used. 15 Iranian teachers were chosen voluntarily from the Azad Universities of Guilan Province, Iran. Semi-structured interview questions were used as the instrument of qualitative method. The researchers collected data and analyzed them. The qualitative data analysis was done through the process of examining, organizing, listing, and identifying themes. The findings of qualitative method showed that Iranian teachers used PP2 well in teaching pronunciation through financial support, enough computers, the presence of computer experts in language lab, training, and enough time. The findings also indicated that teachers showed tremendous support and much enthusiasm for using the software in teaching pronunciation. Second, a quantitative method was followed in which two groups of Iranian learners (one experimental and one control) participated in this study. They were exposed to the treatment of a CAPT teacher and a non-CAPT teacher. A post-test of English pronunciation was administered to both groups. The data were analyzed via running a One-Way ANCOVA. The findings of quantitative study showed that learners in the experimental group outperformed the control group and indicated significant improvement in their pronunciation learning.

The Effectiveness of L2 Pronunciation Instruction: A Narrative Review

Research on the efficacy of second language (L2) pronunciation instruction has produced mixed results, despite reports of significant improvement in many studies. Possible explanations for divergent outcomes include learner individual differences, goals and foci of instruction, type and duration of instructional input, and assessment procedures. After identifying key concepts, we survey 75 L2 pronunciation studies, particularly their methods and results. Despite a move towards emphasizing speech intelligibility and comprehensibility, most research surveyed promoted native-like pronunciation as the target. Although most studies entailed classroom instruction, many featured Computer Assisted Pronunciation Teaching (CAPT). Segmentals were studied more often than suprasegmentals. The amount of instruction required to effect change was related to researchers’ goals; interventions focusing on a single feature were generally shorter than those addressing more issues. Reading-aloud tasks were the most common form of assessment; very few studies measured spontaneous speech. The attribution of improvement as a result of instruction was compromised in some instances by lack of a control group. We summarize our findings, highlight limitations of current research, and offer suggestions for future directions.

La Efectividad de la Enseñanza de la Pronunciación Asistida por Ordenador en el Logro de la Capacidad Verbal en Inglés de los Estudiantes de la Escuela Secundaria Superior

En este estudio se investigó la efectividad de la Enseñanza de la Pronunciación Asistida por Ordenador (EPAO) en el logro de la capacidad verbal en inglés de los estudiantes de la Escuela Secundaria Superior en Minna, Nigeria. También examinó la influencia de la Enseñanza de la Pronunciación Asistida por Ordenador (EPAO) teniendo en cuenta el género y la capacidad verbal de los estudiantes. La muestra consistió en sesenta estudiantes de secundaria de dos escuelas secundarias mixtas dentro de la metrópoli de Minna. Se utilizó muestreo aleatorio estratificado para seleccionar a los 60 estudiantes de cada escuela; 15 hombres y 15 mujeres; 10 estudiantes con nivel alto de inglés, 10 estudiantes nivel intermedio y 10 estudiantes nivel bajo. La prueba de inglés consistió en 50 preguntas de selección múltiple, validadas por expertos y aplicadas a los estudiantes como pre-prueba, post-prueba y un cuestionario posterior a la prueba. Los datos obtenidos fueron analizados mediante el análisis estadístico t test, análisis de varianza (ANOVA) y la prueba post-hoc de Scheffe. Los resultados revelaron que a los estudiantes que recibieron clases de producción oral en inglés usando el paquete EPAO se desempeñan y retienen los conceptos orales de ingles mejor que aquellos a quienes se les enseñó con el método de enseñanza tradicional. Estudiantes con alta capacidad verbal se desempeñaron mejor que los estudiantes de media y baja capacidad verbal respectivamente. Sin embargo, no existía ninguna diferencia significativa entre los puntajes medios de rendimiento de las pruebas posteriores aplicadas a hombres y mujeres usando el paquete de enseñanza de pronunciación asistida por ordenador (EPAO). Estos resultados indicaron que los conceptos orales de inglés pueden ser enseñados y aprendidos mejor mediante la integración de un conjunto de recursos de enseñanza de pronunciación asistida por ordenador.

COMPUTER TECHNOLOGY IN TEACHING AND RESEARCHING PRONUNCIATION

Pronunciation, long on the periphery of applied linguistics research and pedagogy, continues to grow in importance because of its central roles in speech recognition, speech perception, and speaker identity. Pronunciation-related issues such as comprehensibility, accent, and the mutual intelligibility of varieties of world Englishes are central to many questions in applied linguistics. This calls for a sophisticated understanding of how technological tools that have long been used to shed light on phonological categories can be applied to teaching. Research into computer-assisted pronunciation teaching (CAPT) suggests that both researchers and pronunciation teachers increasingly make use of technology to answer key questions, to ensure that claims are defensible, and to develop theories and practices that more closely match acoustic reality. This article reviews three key areas where computer technology and pronunciation intersect: (1) appropriate pedagogical goals and the measurement of improvement; (2) the ability of CAPT to give useful, automatic feedback; and (3) the use of technology in diagnosing pronunciation errors. This article concludes with recommendations for key technological competencies needed by any researcher or teacher who examines pronunciation-related issues.