Automatic speech recognition (ASR) software can be effective in helping language learners improve their pronunciation in several ways. These include:
Increased proficiency: ASR-driven activities belgium phone number data offer students the opportunity to practice speaking more outside of the classroom.
Personalization of learning: Students can go at their own pace and practice according to their specific needs.
Provide objective feedback: Learners find it difficult to hear their own pronunciation errors. ASR feedback can help identify learners' mistakes and show them where they need to improve.
Empowering students to learn. ASR-enabled activities allow students to practice on their own without the need for a teacher.
Provide a low-anxiety environment. Students do not feel nervous or judged when practicing pronunciation with ASR feedback
How effective is automatic speech recognition?
The effectiveness of ASR for pronunciation training depends on the technology used. Speech-to-text software (such as that used for dictation) is a flexible and low-cost tool that teachers can use in the classroom. However, this technology is not specifically designed for use with language learners, and does not always give accurate feedback or tell the learner where they need to improve. Automatic speech assessment technology, such as that built into the Wall Street English learning platform, is specifically designed to provide learners with accurate feedback on where they need to improve. When incorporated into a learning program, this technology can provide learners with accurate and actionable feedback to help them improve their pronunciation.
However, the effectiveness of speech recognition technology also depends on learners’ attitudes toward pronunciation and their beliefs about the technology’s effectiveness. If learners do not believe they can improve their pronunciation and/or do not believe the technology “works,” they will not be motivated to use online pronunciation activities. Other factors, such as nationality and age, may also influence learners’ use of pronunciation activities. Our research, based on a pilot program involving more than 2,800 Wall Street English learners in four countries, set out to answer the following questions: