Facilitating comprehension of non‐native English speakers during lectures in English with STR‐texts.
Abstract: We provided texts generated by speech‐to text‐recognition (STR) technology for non‐native English speaking students during lectures in English in order to test whether STR‐texts were useful for enhancing students' comprehension of lectures. To this end, we carried out an experiment in whic...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 1; pp. 94 - 105 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127216517&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127216517 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2018 vid: 34 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 127216517 127216517 127216517 10.1111/jcal.12217 127216517 ppf: 94 ppct: 11 formats: tig: atl: Facilitating comprehension of non‐native English speakers during lectures in English with STR‐texts. aug: au: Shadiev, Rustam Wu, Ting‐Ting Huang, Yueh‐Min affil: School of Education Science, Nanjing Normal University, China sug: subj: Lecture Learning Methods Speech Intelligibility English as a Second Language Human Experimental Studies Female Male Adolescence Adult Clinical Assessment Tools Pretest-Posttest Design Self-Efficacy Anxiety Semi-Structured Interview Mann-Whitney U Test Adolescent: 13-18 years Adult: 19-44 years Female Male ab: Abstract: We provided texts generated by speech‐to text‐recognition (STR) technology for non‐native English speaking students during lectures in English in order to test whether STR‐texts were useful for enhancing students' comprehension of lectures. To this end, we carried out an experiment in which 60 participants were randomly assigned to a control group (i.e., 30 participants who learned without STR‐texts) and an experimental group (i.e., 30 participants who learned with STR‐texts). Our results showed that the participants in the experimental group outperformed those in the control group. Our second objective was to explore the effectiveness of STR‐texts on the learning performance of the experimental‐group participants with different levels of English as a Foreign Language ability, that is, high and low. The results showed that the low ability students had lower self‐efficacy than the high ability students. The results also showed no significant effect of STR‐texts on the post‐test scores of the low and high ability participants after controlling for the effect of English as a Foreign Language ability. No significant difference was found in cognitive load and anxiety of the low and high ability participants. Based on the implications of our findings, several suggestions are made for the teaching and research communities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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