Mobile speech recognition software: A tool for teaching second language pronunciation
DOI:
https://doi.org/10.18192/olbiwp.v5i0.1120Keywords:
automatic speech recognition, pronunciation teaching, French phonology, production, perceptionAbstract
This study examines the impact of the pedagogical use of mobile automatic speech recognition software (ASR) on the acquisition of the French vowel /y/ in production and perception. The participants were 42 beginner French students with no previous training in French phonetics and exposure to speech recognition software. They were divided into three experimental groups: (1) the ASR Group used an ASR application installed on their mobile devices to complete weekly pronunciation activities, with immediate written visual (textual) feedback provided by the software; (2) the Non-ASR Group completed the same weekly pronunciation activities in individual weekly sessions with a teacher, who provided immediate oral feedback using recast and repetitions; finally, (3) the Control Group participated in weekly individual meetings “to practice their conversation skills” with a teacher, who provided no pronunciation feedback. Following a pre-test/post-test design, our findings indicate that the ASR Group outperformed the other groups in French /y/ production, but not in perception.
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