Assessing Pronunciation Improvement in Students of English Using a Controlled Computer-Assisted Pronunciation Tool

Over the last few years, we have witnessed a growing interest in computer-assisted pronunciation training (CAPT) tools and the commercial success of foreign language teaching applications that incorporate speech synthesis and automatic speech recognition technologies. However, empirical evidence sup...

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Bibliographic Details
Published in:IEEE transactions on learning technologies 2020-04, Vol.13 (2), p.269-282
Main Authors: Tejedor-Garcia, Cristian, Escudero-Mancebo, David, Camara-Arenas, Enrique, Gonzalez-Ferreras, Cesar, Cardenoso-Payo, Valentin
Format: Article
Language:English
Subjects:
Acoustics
Adults
Assistive Technology
Automatic assessment tools
Automatic speech recognition
automatic speech recognition (ASR)
Classrooms
Computer Assisted Instruction
Computer assisted language learning
computer-assisted pronunciation training (CAPT)
Computers
Difficulty Level
English (Second Language)
English language
Feedback
Feedback (Response)
Foreign Countries
Foreign languages
Games
Hidden Markov models
Instructional Effectiveness
learning environments
Native Speakers
Phonemes
Production
Pronunciation
Pronunciation instruction
Second Language Instruction
Second Language Learning
Software
Spanish language
Spanish Speaking
Speech Communication
Speech recognition
Speech synthesis
Student Improvement
System effectiveness
Test Results
Training
Voice recognition
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Summary:Over the last few years, we have witnessed a growing interest in computer-assisted pronunciation training (CAPT) tools and the commercial success of foreign language teaching applications that incorporate speech synthesis and automatic speech recognition technologies. However, empirical evidence supporting the pedagogical effectiveness of these systems remains scarce. In this article, a minimal-pair-based CAPT tool that implements exposure-perception-production cycles and provides automatic feedback to learners is tested for effectiveness in training adult native Spanish users (English level B1-B2) in the production of a set of difficult English sounds. Working under controlled conditions, a group of users took a pronunciation test before and after using the tool. Test results were considered against those of an in-classroom group who followed similar training within the traditional classroom setting. Results show a significant pronunciation improvement among the learners who used the CAPT tool, as well as a correlation between human rater's assessment of posttests and automatic CAPT assessment of users.
ISSN:1939-1382
2372-0050
DOI:10.1109/TLT.2020.2980261