A Study on Technology-Based Speech Assistants
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| Title: | A Study on Technology-Based Speech Assistants |
|---|---|
| Language: | English |
| Authors: | Meri-Yilan, Serpil (ORCID |
| Source: | Research-publishing.net. 2019. |
| Availability: | Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2019 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Technology Uses in Education, College Students, Foreign Countries, Speech Instruction, Speech Skills, Instructional Effectiveness, Student Attitudes, Listening Skills |
| Geographic Terms: | Turkey |
| Abstract: | This research aimed to look at students' perspectives on learning language through two technology-based speech recognition programmes, ImmerseMe and ELSA (English Language Speech Assistant). Data were collected from qualitative research instruments in April 2018. Five university-level students performed activities to improve their English and other languages in ImmerseMe for 30 minutes twice in two weeks, whereas they did activities to build up their English in ELSA once. The researcher observed them, and then interviewed them asking questions about their learning via these programmes. The findings showed that students had contrasting views on the programmes drawing attention to the programmes' benefits and potential improvements. This study demonstrated that Speech Recognition Technology (SRT) improved their speaking and listening skills. It makes recommendations for students, teachers, institutions, and designers to consider the effectiveness of SRT in language learning environments. It indicates the need to design a learning environment with a well-equipped programme. [For the complete volume, "New Educational Landscapes: Innovative Perspectives in Language Learning and Technology," see ED596359.] |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | ED596363 |
| Database: | ERIC |
| Abstract: | This research aimed to look at students' perspectives on learning language through two technology-based speech recognition programmes, ImmerseMe and ELSA (English Language Speech Assistant). Data were collected from qualitative research instruments in April 2018. Five university-level students performed activities to improve their English and other languages in ImmerseMe for 30 minutes twice in two weeks, whereas they did activities to build up their English in ELSA once. The researcher observed them, and then interviewed them asking questions about their learning via these programmes. The findings showed that students had contrasting views on the programmes drawing attention to the programmes' benefits and potential improvements. This study demonstrated that Speech Recognition Technology (SRT) improved their speaking and listening skills. It makes recommendations for students, teachers, institutions, and designers to consider the effectiveness of SRT in language learning environments. It indicates the need to design a learning environment with a well-equipped programme. [For the complete volume, "New Educational Landscapes: Innovative Perspectives in Language Learning and Technology," see ED596359.] |
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