ผลของการจัดสภาพแวดล้อมการเรียนรู้ภาษาออนไลน์โดยใช้ภาระงานเป็นฐาน เพื่อพัฒนาทักษะการสื่อสารด้วยวาจาสำหรับผู้เรียนที่ใช้ภาษาไทยเป็นภาษาที่สอง

บทคัดย่อ การจัดการเรียนรู้ในประเทศไทยไม่เพียงแต่จัดการเรียนรู้ให้กับผู้เรียนคนไทยเท่านั้น แต่ยังมีผู้เรียนที่เรียนภาษาไทยเป็นภาษาที่สองรวมอยู่ด้วย ทำให้ต้องมีการจัดการเรียนรู้ที่ต้องสร้างพื้นฐานที่ดีให้กับผู้เรียนอย่างเฉพาะเจาะจงกว่าการจัดการเรียนรู้ทั่วไป ดังนั้นเพื่อให้การจัดการเรียนรู้ภาษาไทยของผู้เรียนที่มีความเฉพาะเช่นนี้ การพัฒนาสภาพแวดล้อม       การเรียนรู้ภาษาแบบออนไลน์โดยใช้ภาระงานเป็นฐานจึงมีความสำคัญ โดยงานวิจัยนี้มุ่งศึกษาผลการของการจัดสภาพแวดล้อมการเรียนรู้ภาษาออนไลน์โดยใช้ภาระงานเป็นฐานเพื่อพัฒนาทักษะการสื่อสารด้วยวาจาสำหรับผู้เรียนที่ใช้ภาษาไทยเป็นภาษาที่สอง และเพื่อเปรียบเทียบผลของการจัดการเรียนรู้ระหว่างผู้เรียนกลุ่มทดลองและกลุ่มควบคุม การวิจัยนี้เป็นการวิจัยแบบกึ่งทดลอง (Quasi-experimental research) มีกลุ่มตัวอย่างเป็นผู้เรียนระดับชั้นมัธยมศึกษาปีที่ 1 จำนวน 30 คน มีการวัดผลแบบวัดซ้ำ สถิติที่ใช้ในการวิเคราะห์ข้อมูลคือ สถิติพื้นฐาน ความแปรปรวนจากการวัดโดย Repeated ANOVA Measurement เครื่องมือที่ใช้ในการวัดผล คือ แบบวัดทักษะการสื่อสารด้วยวาจา ผลการศึกษาพบว่า ผู้เรียนที่ได้เรียนรู้ในสภาพแวดล้อมการเรียนรู้ออนไลน์โดยใช้ภาระงานเป็นฐานมีคะแนนทักษะการสื่อสารด้วยวาจาสูงขึ้นจากการวัดซ้ำอย่างมีนัยสำคัญทางสถิติที่ระดับ .05 และผู้เรียนกลุ่มทดลองมีคะแนนทักษะการสื่อสารด้วยวาจาสูงกว่าผู้เรียนกลุ่มควบคุม เนื่องด้วยความแตกต่างของเทคโนโลยีที่ใช้ในการจัดกิจกรรมที่มีการให้ผลป้อนกลับที่แตกต่างกัน อีกทั้งยังให้อิสระในการเรียนรู้ที่แตกต่างกัน คำสำคัญ : สภาพแวดล้อมการเรียนรู้ออนไลน์ สภาพแวดล้อมการเรียนรู้แบบโต้ตอบ การเรียนรู้ภาษาโดยใช้ภาระงานเป็นฐาน ทักษะการสื่อสารด้วยวาจา ภาษาไทยเป็นภาษาที่สอง          1นิสิตปริญญาครุศาสตร์มหาบัณฑิต สาขาวิชาเทคโนโลยีและสื่อสารการศึกษา ภาควิชาเทคโนโลยีและสื่อสารการศึกษา คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 2รองศาสตราจารย์ ประจำภาควิชาเทคโนโลยีและสื่อสารการศึกษา ภาควิชาเทคโนโลยีและสื่อสารการศึกษา คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย    ABSTRACT Learning management in Thailand does not only organize for Thai learners but also Thai learners who learn Thai as a second language. As a consequence, specific learning management is required more than general learning management. Therefore, the development of an online language learning environment by using task-based language learning might be important to Thai language learning management for those specific learners.This research aimed to study the effects of organizing online language learning environment based on using task-based learning to enhance oral communication skills for learners who learn Thai as a second language. Moreover, this study is to compare the effects of learning management between learners who have been received different styles of learning. This research was a quasi-experimental research. There were30 samples of secondary school students in grade 1. Data analysis were comparing the score of oral communication skill between an experiment group and a control group using Mean, S.D. and variance from repeated ANOVA measurement. The research tools is oral communication skill test form. The result was shown that learner who studied Thai language by online language learning environment had higher score of oral communication skill at .05 statistically significant levels. Moreover, the learner of an experiments group had higher score of an oral communication skill than a control group because of the difference of technology using to organize activities which provided varieties of feedback and freedom to learners.   Keywords: Online Learning Environment, Interactive Learning Environment, Task-based Language Learning, Oral Communication Skills, Thai as a second languag

The Role of Pronunciation-Focused Corrective Feedback in Learning Second Language Pronunciation

This paper aims at investigating the role of pronunciation-focused corrective feedback in learning second language pronunciation. The paper provides a systematic review of teaching pronunciation by highlighting issues discussed in the literature of L2 pronunciation, such as the importance of segmental and supra-segmental features, time devoted to teaching pronunciation, and learners’ first language background. It then moves to shed light on the effectiveness of corrective feedback in teaching pronunciation. This is followed by a discussion of the role of corrective feedback in teaching L2 pronunciation. After that the author presents ways in which technology can be used to provide pronunciation corrective feedback. Finally, a discussion of the different types of corrective feedback and their effectiveness is presented. The paper concludes by suggesting further research to investigate the effectiveness of different types of pronunciation-focused corrective feedback as well as the role of L2 speech technology in providing pronunciation-focused corrective feedback to L2 learners

Teachers’ Perceptions Toward Video as a Tool for Feedback on Students’ Oral Performance

Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students’ performances. This study explores whether video technology contributes to the quality of feedback on students’ oral language performance and investigates how language teachers perceive contemporary technology regarding student education. Participants in the study were eight incumbent teachers involved in language education. The interview data suggested that the teachers seemed to be very positive about using video technology as a tool for feedback. The technology not only allowed for evidence-based accounts which served to enrich the quality of feedback, but also enabled them to highlight specific aspects of oral performances and create feedback that is conducive to understanding. The findings of this study showed that technology-enhanced evidence-based feedback will be able to provide an important supplement to written feedback, adding one more mode for an effective feedback process.La technologie vidéo a le potentiel d'améliorer les possibilités d’offrir aux étudiants des rétroactions essentielles à leur apprentissage. Cependant, les études précédentes ont toutes porté sur des vidéos d’enseignants, plutôt que sur des vidéos de prestations d’étudiants. L’objet de cette étude est d’établir si la technologie vidéo contribue à améliorer la qualité des commentaires sur les prestations orales des étudiants et comment les professeurs de langues perçoivent les nouvelles technologies en ce qui concerne la formation des étudiants. Les participants à l'étude étaient huit professeurs de langues titulaires. Les résultats des entrevues ont indiqué que ces enseignants semblaient être très favorables à l'utilisation de la technologie vidéo comme outil de rétroaction. La technologie permettait non seulement d’établir des comptes-rendus factuels servant à enrichir la qualité des commentaires, mais elle leur permettait également de mettre en évidence des aspects spécifiques des prestations orales et de créer des commentaires propices à la compréhension. Les résultats de cette étude ont montré que la rétroaction basée sur des preuves et améliorée par la technologie sera en mesure de fournir un complément important à la rétroaction écrite, ajoutant un mode supplémentaire pour un processus de rétroaction efficace

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

IntroductionThis study employed an explanatory sequential design to examine the impact of utilizing automatic speech recognition technology (ASR) with peer correction on the improvement of second language (L2) pronunciation and speaking skills among English as a Foreign Language (EFL) learners. The aim was to assess whether this approach could be an effective tool for enhancing L2 pronunciation and speaking abilities in comparison to traditional teacher-led feedback and instruction.MethodsA total of 61 intermediate-level Chinese EFL learners were randomly assigned to either a control group (CG) or an experimental group (EG). The CG received conventional teacher-led feedback and instruction, while the EG used ASR technology with peer correction. Data collection involved read-aloud tasks, spontaneous conversations, and IELTS speaking tests to evaluate L2 pronunciation and speaking skills. Additionally, semi-structured interviews were conducted with a subset of the participants to explore their perceptions of the ASR technology and its impact on their language learning experience.ResultsThe quantitative analysis of the collected data demonstrated that the EG outperformed the CG in all measures of L2 pronunciation, including accentedness and comprehensibility. Furthermore, the EG exhibited significant improvements in global speaking skill compared to the CG. The qualitative analysis of the interviews revealed that the majority of the participants in the EG found the ASR technology to be beneficial in enhancing their L2 pronunciation and speaking abilities.DiscussionThe results of this study suggest that the utilization of ASR technology with peer correction can be a potent approach in enhancing L2 pronunciation and speaking skills among EFL learners. The improved performance of the EG compared to the CG in pronunciation and speaking tasks demonstrates the potential of incorporating ASR technology into language learning environments. Additionally, the positive feedback from the participants in the EG underscores the value of using ASR technology as a supportive tool in language learning classrooms

Language learners’ perceptions of automatic speech recognition as a writing tool: A Technology Acceptance Model analysis

Automatic speech recognition (ASR) has the potential to mitigate the cognitive burden of L2 writing by facilitating the text input process (using a skill most humans possess: speaking) and offering assistance in terms of linguistic form, thus allowing writers to focus on other aspects of the task (e.g., cohesion, content). ASR is accessible, easy to use, and free; more importantly, it fulfills Chapelle’s (2001) criteria of an effective CALL tool (e.g., it promotes authenticity, has potential for language learning). Despite these affordances, there is a dearth of studies examining the affordances of ASR for writing, and none examining the use of ASR with adult ESL writers. This mixed-methods one-shot study examines L2 writers’ perceptions of using ASR to write using the Technology Acceptance Model (TAM; Venkatesh & Davis, 2000), based on three criteria: usefulness, ease of use, and intention to use. The participants were ESL students at an English-medium university (N=17). They were provided with training on Google Voice Typing in Google Docs and, as part of the treatment, carried out two ASR-based writing tasks over a two-hour period. To measure their perceptions of the target criteria, participants filled in a TAM-informed survey after completing the treatment. To further explore the participants’ perceptions of using ASR to compose their texts, semi-structured interviews followed the writing tasks. Findings indicate positive perceptions of ASR in terms of usefulness (language learning potential) and its ease of use (e.g., user-friendly voice commands). As observed in the literature (e.g., Hsu., 2016; Tsai, 2015), these positive perceptions will lead to an intention to continue to use ASR, suggesting that the technology has L2 pedagogical potential

ASR as a tool for providing feedback for vowel pronunciation practice

The purpose of the study is to examine the usefulness of mobile-assisted ASR dictation systems (Gboard, Siri or voice dictation on smartphones) for vowel pronunciation practice by looking at three aspects of its usefulness: pronunciation improvement by using ASR, accuracy of recognition, and the learners’ attitudes towards using this system. A list of 30 words containing minimal pairs of the contrasts /i/, /ɪ/; /æ/, /ɛ/; /u/, /ʊ/; /ɑ/, /ʌ/ and some distractors was given to 21 Macedonian EFL learners, divided into two groups, an experimental (n=11) and a control group (n=10). A mixed methods approach was used in this study. The quantitative part of the study included pre-test and post-test recordings which were transcribed by 10 native listeners to measure their accuracy gains, as well as a comparison between ASR written output of native speakers and that of non-native speakers, and another comparison between ASR written output of non-native speakers and human judgments. The qualitative analysis explored learners’ attitudes towards ASR by analyzing students’ Facebook posts throughout the practice period. Findings showed that the experimental group improved their accuracy while the control group did not show any improvements. Next, the findings demonstrated a close relationship between ASR written output and human judgment with an acceptable agreement for most of the vowels. Nonetheless, ASR did not show high recognition of native speech, especially for the vowels /ʊ/ and /ʌ/. Qualitatively, the learners’ Facebook posts showed positive attitudes towards ASR. An occasional frustration with inaccurate feedback was also reported but learners generally enjoyed the training and found ASR to be practical and a safe environment for practice. This study recommends inclusion of mobile-assisted ASR in the EFL classrooms for raising students’ awareness of the vowel sounds in the English language with careful guidance from the teacher as well as focused and structured practice using individual words

Online Translators: Can They Help English Learners improve their pronunciation?

The literature reports a number of limitations that affect the teaching and learning of foreign languages, including a lack of teacher preparedness (Hu, 2005) and insufficient time for practice (Life, 2011). To mitigate these challenges, we proposed a self-directed learning (SDL) environment assisted by a combination of text-to-speech synthesis (TTS) and automatic speech recognition (ASR) technologies, as found in Microsoft Translator (MT), to examine whether this translation tool and its built-in speech features can promote the acquisition in pronunciation of English regular past tense -ed in a self-directed manner. This study followed a pretest/posttest research design in which participants received autonomous but teacher-assisted TTS- and ASR-based treatment to learn about the pronunciation of English past -ed allomorphy: this suffix can be pronounced as play/d/, visit/ɪd/ and walk/t/, depending on the preceding phonological environment. We compared 29 participants’ performance in past -ed allomorphy by assessing their phonological development in terms of phonological awareness, phonemic discrimination, and oral production, as per Celce-Murcia et al.’s (2010) framework for pronunciation instruction. The t-test results showed that there were significant improvements in participants’ phonological awareness and oral production of English past -ed allomorphy. For the phonemic discrimination tests, the results were inconclusive: the participants only improved in recognizing the /t/ allomorph. These findings highlight the affordances of MT and its speech capabilities regarding its pedagogical use for improving second language learners’ pronunciation

Effectiveness of feedback for enhancing English pronunciation in an ASR-based CALL system

[[abstract]]This paper presents a study on implementing the ASR-based CALL (computer-assisted language learning based upon automatic speech recognition) system embedded with both formative and summative feedback approaches and using implicit and explicit strategies to enhance adult and young learners' English pronunciation. Two groups of learners including 18 adults and 16 seventh graders participated in the study. The results indicate that the formative feedback had a positive impact on improving the learners' speaking articulation, and the summative feedback aided the learners' self-reflection and helped them to track their speaking progress. Furthermore, the implicit information such as model pronunciation with full sentences and audio recast benefitted the adult learners, whereas the young learners preferred the explicit learning information such as textual information of individual words for self-correction. In addition, the results of this study also confirm that learners have different perceptions of the media modalities designed with implicit and explicit strategies in the feedback. Feedback with audio modality is more suitable for adults, whereas juxtaposed textual and audio modalities are better for young learners.[[notice]]補正完

Exploring the use of Technology for Assessment and Intensive Treatment of Childhood Apraxia of Speech

Given the rapid advances in technology over the past decade, this thesis examines the potential for automatic speech recognition (ASR) technology to expedite the process of objective analysis of speech, particularly for lexical stress patterns in childhood apraxia of speech. This dissertation also investigates the potential for mobile technology to bridge the gap between current service delivery models in Australia and best practice treatment intensity for CAS. To address these two broad aims, this thesis describes three main projects. The first is a systematic literature review summarising the development, implementation and accuracy of automatic speech analysis tools when applied to evaluation and modification of children’s speech production skills. Guided by the results of the systematic review, the second project presents data on the accuracy and clinical utility of a custom-designed lexical stress classification tool, designed as part of a multi-component speech analysis system for a mobile therapy application, Tabby Talks, for use with children with CAS. The third project is a randomised control trial exploring the effect of different types of feedback on response to intervention for children with CAS. The intervention was designed to specifically explore the feasibility and effectiveness of using an app equipped with ASR technology to provide feedback on speech production accuracy during home practice sessions, simulating the common service delivery model in Australia. The thesis concludes with a discussion of future directions for technology-based speech assessment and intensive speech production practice, guidelines for future development of therapy tools that include more game-based practice activities and the contexts in which children can be transferred from predominantly clinician-delivered augmented feedback to ASR-delivered right/wrong feedback and continue to make optimal gains in acquisition and retention of speech production targets