An Examination of Automatic Speech Recognition (ASR)-based Computer-assisted Pronunciation Training (CAPT) for Less-proficient EFL Students Using the Technology Acceptance Model

Hsiao-Wen Hsu
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Abstract


The implementation of computer-assisted pronunciation training (CAPT) has been proven to be successful in improving learners' pronunciation abilities. Automatic speech recognition (ASR) software was used to provide mediated support to 103 pre-intermediate level students (62 males and 41 females). After experiencing a two-semester of CAPT instruction in their Freshman English course, students completed a questionnaire to assess their perceptions of and attitudes towards technology. This paper reports on the findings that examine the structural relationships using the Technology Acceptance Model (TAM). The findings indicate that students, generally, were in favor of using ASR-based pronunciation training, and although no statistically significant gender difference was found, female students appeared to view its use more favorably than were their male counterparts. The perceived effectiveness of the system, and the attitudes of students towards using it, were shown to be significantly correlated, which encourages the ongoing use of ASR-based CAPT. Based on these responses, it was established that the ASR function enhanced students’ awareness of their pronunciation errors. Furthermore, they willingly engaged in individual, repetitive pronunciation exercises, allowing them to build confidence in speaking practices without fearing embarrassment in front of their peers. Recommendations were provided for EFL educators interested in implementing CAPT in EFL settings.

Keywords


Computer-assisted Pronunciation Training (CAPT), ASR-based CAPT, Technology Acceptance Model, EFL learning

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References


Hsu, H.W. (2024). An examination of Automatic Speech Recognition (ASR)-based Computer-assisted Pronunciation Training (CAPT) for less-proficient EFL students using the Technology Acceptance Model. International Journal of Technology in Education (IJTE), 7(3), 456-473. https://doi.org/10.46328/ijte.681




DOI: https://doi.org/10.46328/ijte.681

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.