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#4178

Presentation

Enhancing English Pronunciation Through Speech-to-Text Technology: A Quasi-Experimental Study

Sun, Jul 20, 12:15-12:40 Asia/Tokyo

Location: Room E302

Pronunciation is often seen as the most anxiety-inducing aspect of language learning. Various techniques have been introduced to improve students’ pronunciation, including explicit instruction (Zhang & Yuan, 2020), virtual reality (Alemi & Khatoony, 2020), and speech-to-text technology (Jiang et al., 2021). As explicit instruction requires instructor expertise, speech-to-text technology has recently gained increased attention, even though free versions have been perceived as inferior. This quasi-experimental study examined the effectiveness of free speech-to-text software in improving Japanese university students’ spoken English. A pre-test-post-test comparison was conducted with two groups (N = 77) over 15 weeks, with both groups receiving explicit pronunciation instruction via flipped learning videos. During weekly classes, the control group (n = 28) practiced listen-and-repeat exercises, while the treatment group (n = 49) used free speech-to-text software. Based on recorded speeches rated by three evaluators (α = .800), the treatment group showed statistically significant pronunciation improvement (p = .003). While both groups improved in rhythm, intonation, and intelligibility, the treatment group exhibited greater gains, though not at a significant level (p > .05). These findings suggest that flipped learning enhances pronunciation instruction, with additional benefits when combined with speech-to-text technology.

  • Adrian Leis

    Adrian Leis is a professor at Tohoku Gakuin University in Sendai, Japan. His research focuses on language education, learner motivation, and flipped learning. He is the author of several books, including Insights into Flipped Classrooms, Mindsets in Language Education, Screen Media in Language Education (forthcoming), and the Dictogloss in Action series.