Using automatic speech recognition technology to enhance EFL learners' oral language complexity in a flipped classroom

被引:28
作者
Jiang, Michael Yi-Chao [1 ,2 ]
Jong, Morris Siu-Yung [1 ,2 ]
Lau, Wilfred Wing-Fat [1 ,2 ]
Chai, Ching-Sing [1 ,2 ]
Wu, Na [3 ]
机构
[1] Chinese Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China
[2] Chinese Univ Hong Kong, Ctr Learning Sci & Technol, Hong Kong, Peoples R China
[3] Shenyang Normal Univ, Dept Foreign Languages, Shenyang, Peoples R China
关键词
flipped classroom approach (FCA); automatic speech recognition; oral complexity; English as a Foreign Language (EFL); SYNTACTIC COMPLEXITY; GUEST EDITORIAL; FLUENCY; INSTRUCTION; PROFICIENCY; STUDENTS; DESIGN; TIME; CAF;
D O I
10.14742/ajet.6798
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students' in-class task performance was recorded, based on which the metrics of oral complexity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to examine the effects of the group factor, the time factor and the group x time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on lexical complexity and syntactic complexity. Moreover, significant improvement in phrasal complexity was witnessed over time in both groups. Significant group x time interaction effects were witnessed on overall complexity or subordination complexity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal complexity, the interaction effect was not significant. Implications for practice or policy: EFL teachers could integrate ASR technology into pre-class tasks to improve students' oral English complexity. EFL teachers need to be aware that phrasal complexity may be more sensitive to flipped EFL instruction than overall complexity and subordination complexity. Course developers could integrate ASR technology in fostering EFL learners' overall complexity and subordination complexity.
引用
收藏
页码:110 / 131
页数:22
相关论文
共 80 条
[21]  
Ellis R., 2003, TASK BASED LANGUAGE
[22]   Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults [J].
Evers, Katerina ;
Chen, Sufen .
COMPUTER ASSISTED LANGUAGE LEARNING, 2022, 35 (08) :1869-1889
[23]   Measuring spoken language: A unit for all reasons [J].
Foster, P ;
Tonkyn, A ;
Wigglesworth, G .
APPLIED LINGUISTICS, 2000, 21 (03) :354-375
[24]   EduSpeak®: A speech recognition and pronunciation scoring toolkit for computer-aided language learning applications [J].
Franco, Horacio ;
Bratt, Harry ;
Rossier, Romain ;
Gadde, Venkata Rao ;
Shriberg, Elizabeth ;
Abrash, Victor ;
Precoda, Kristin .
LANGUAGE TESTING, 2010, 27 (03) :401-418
[25]   Understanding the pedagogical potential of Interactive Spherical Video-based Virtual Reality from the teachers' perspective through the ACE framework [J].
Geng, Jie ;
Chai, Ching-Sing ;
Jong, Morris Siu-Yung ;
Luk, Eric Tsun-Hin .
INTERACTIVE LEARNING ENVIRONMENTS, 2021, 29 (04) :618-633
[26]   Technologies for foreign language learning: a review of technology types and their effectiveness [J].
Golonka, Ewa M. ;
Bowles, Anita R. ;
Frank, Victor M. ;
Richardson, Dorna L. ;
Freynik, Suzanne .
COMPUTER ASSISTED LANGUAGE LEARNING, 2014, 27 (01) :70-105
[27]  
Horwitz E.K., 2001, Annual Review of Applied Linguistics, V21, P112, DOI [10.1017/S0267190501000071, DOI 10.1017/S0267190501000071]
[28]  
Housen A., 2012, Dimensions of L2 performance and proficiency: Complexity, accuracy, and fluency in SLA, P1, DOI [DOI 10.1075/LLLT.32, DOI 10.1075/LLLT.32.01HOU]
[29]   Multiple approaches to complexity in second language research [J].
Housen, Alex ;
De Clercq, Bastien ;
Kuiken, Folkert ;
Vedder, Ineke .
SECOND LANGUAGE RESEARCH, 2019, 35 (01) :3-21
[30]   A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model [J].
Jiang, Michael Yi-chao ;
Jong, Morris Siu-yung ;
Lau, Wilfred Wing-fat ;
Chai, Ching-sing ;
Liu, Kelly Shu-xia ;
Park, Moonyoung .
COMPUTER ASSISTED LANGUAGE LEARNING, 2022, 35 (5-6) :1218-1249