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  • 學位論文

探討結合語音辨識技術開發電腦輔助英語學習系統之效益

Implementation and Evaluation of an ASR-based CALL System for English Learning

指導教授 : 楊叔卿
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摘要


This is an interdisciplinary study to explore whether a self-developed ASR-based CALL system integrating different learning factor designs, corrective feedback, multi-modality content presentation and game strategy in the ASR-based learning environment could facilitate students’ English learning. In order to achieve the above mentioned purpose, three sub-studies that adopted the self-developed ASR-based CALL system in an educational context were conducted in the dissertation. The developed ASR-based CALL system aims to provide learners with a web-based speaking scenario in which students have learner-centered and self-paced English practicing opportunities through ASR interaction. The participants of the three sub-studies were 32 seventh graders, 52 third graders and 32 fourth graders. A quasi-experimental design with pretest-posttest nonequivalent-group design was carried out in each sub-study. The duration of the data collection session of each study was 4 weeks, and paper-based tests and the pronunciation tests were conducted before and after the experiment as the learning pre-test and post-test. In addition, questionnaires and interviews were administered to the students. Several valuable outcomes are concluded from the study: 1) the web-based ASR program benefits flexible personal learning and achieves the goal of lifelong language learning; 2) three-level feedback with implicit and explicit formats in the ASR programs enhances speaking learning; 3) juxtaposing graphic with auditory information enhanced the learners’ speaking motivation, while juxtaposing text with auditory information helped the learners pronounce the target vocabulary correctly; 4) adding gamification elements in ASR programs enhances students’ speaking engagement and self-learning motivation, while adding drill practice speaking activities affirmed vocabulary retention; and 5) learners of various achievement levels have different preferences for ASR programs. The study further proposes an integrated ASR-based CALL model based on the research findings focusing on adding multi-modality of learning contents, designing gamification of activities and including multiple levels of corrective feedback to enhance the English learning of learners of different backgrounds. The multi-modalities could be adopted as speaking scaffolding to help beginners connect the referential links of the targeted word and pronunciation. Both gamification speaking activities and traditional practice-and-drill activities should be included in the ASR-based model, and the proportion of the two activities can be adjusted according to the students’ levels progressively. The immediate corrective feedback could be designed for advanced learners, and personal speaking files with immediate corrective feedback as selective items could be provided to less-advanced learners. The study concludes from the current research findings that the adoption of ASR technology into e-learning systems has great potential to promote students’ educative engagement so as to facilitate language acquisition for learners of various language proficiencies. The implementation of the ASR-based CALL system serves as a helpful tool in educational settings for learners to achieve the goal of self-paced learning and a one-to-one language learning scenario. Suggestions for educators and instructional designers are also proposed in this study.

參考文獻


Lin, F. Y. (2008). The combined effects of keyword method and phonics instruction on 5th graders' English vocabulary learning in Taiwan. Unpublished master’s thesis. Taipei Municipal University of Education, Taipei, Taiwan.
Chuang, H. Y. (2006). The study of foreign language anxiety, English learning motivation and strategies in the elementary school. Unpublished master's thesis, National Chiayi University, Chiayi, Taiwan.
Yang, A. -S. (2010). The Effect of EFL College Student’s Use of online Commercial CALL Courseware on Listening. Mingdao Journal, 6(3), 129-146.
Chen, J.-C., Jang, R. J.-S., & Tsai, T. L. (2007). Automatic Pronunciation Assessment for Mandarin Chinese: Approaches and System Overview. Computer Linguistics Chin Lang Process, 12(4), 443-458.
Hsu, P. C. (2010). The effects of advance organizer instruction accompanying video viewing on junior high school students’ listening comprehension. Unpublished master’s, National Chung Cheng University, Chia-yi, Taiwan.

被引用紀錄


蔣宗廷(2015)。研發整合ASR技術之字彙導向繪本應用程式以增強英語字彙習得〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-0508201514084876

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