ESTABLISHING A METHODOLOGY FOR BENCHMARKING SPEECH SYNTHESIS FOR COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)

Despite the new possibilities that speech synthesis brings about, few Computer-Assisted Language Learning (CALL) applications integrating speech synthesis have found their way onto the market. One potential reason is that the suitability and benefits of the use of speech synthesis in CALL have not been proven. One way to do this is through evaluation. Yet, very few formal evaluations of speech synthesis for CALL purposes have been conducted. One possible reason for the neglect of evaluation in this context is the fact that it is expensive in terms of time and resources. An important concern given that there are several levels of evaluation from which such applications would benefit. Benchmarking, the comparison of the score obtained by a system with that obtained by one which is known, to guarantee user satisfaction in a standard task or set of tasks, is introduced as a potential solution to this problem. In this article, we report on our progress towards the development of one of these benchmarks, namely a benchmark for determining the adequacy of speech synthesis systems for use in CALL. We do so by presenting the results of a case study which aimed to identify the criteria which determine the adequacy of the output of speech synthesis systems for use in its various roles in CALL with a view to the selection of benchmark tests which will address these criteria. These roles (reading machine, pronunciation model, and conversational partner) are also discussed here. An agenda for further research and evaluation is proposed in the conclusion

A Proposal for an Open Source System of Development and Research for Music CAI

The purpose of this thesis is to examine the historical use of music Computer Assisted lnstruction (CAl) software to show that research on music CAl has decreased and to propose using a new method of coding and distribution (open source) that might increase research opportunities using music CAl. The reduction in research is due in part to limitations in existing software, as well as the practices of the music community. An open source CAl program called Mobius is described as an example of how open source programming can offer new opportunities for music researchers. CAl software has played a prominent role in the college music school, and has a long history of research and innovation. Early CAl was used in numerous studies to show how effective computers could be at delivering instruction, while reducing the teacher workload at the same time. As computers became more widely adopted, CAl became more commonplace in the music school, and many CAl software programmers sold their programs to fill the growing demand. Modern CAl is now viewed more as a commercial product, and less as a research tool. CAl can still be used as a powerful research tool. This thesis recommends using open source software development for music CAl since it allows programmers to share the workload of developing software, and allows CAl researchers to use existing open source as the basis for their new research programs. lncluded in this thesis are storyboards for several key components of an open source CAl program on music fundamentals, including an administrative portion, the actual CAl program, and a custom report builder

Speech Synthesis for Language Tutoring Systems

In this paper we shall be concerned with the use of Text-to-Speech Synthesis, or TTS for short, as a tool for Language Learning. We shall present a number of applications where TTS plays a fundamental role in helping the student in Second Language learning. TTS can be a fundamental tool in helping to recognize and get aware of the contrastive features that constitute the main learning targets of the student. TTS can also be used simply as a speaking Tutor when help is needed in any self-instructional system or just to provide feedback on some exercise the student is practicing. It can be used as a Reader for Dictation exercises where there is a need to vary voice quality and speaking rate. Eventually, it can be used to help students working on a Listening Comprehension task in giving hints on what the main task to be accomplished consists of, and other similar Oral drills. We shall be presenting all these examples of the use of TTS in a CALL without always assuming that it is the only way to cope with oral linguistic practice. In general, having a human tutor to do the same kind of tutoring activity guarantees a much better result: the question is whether a human tutor may always be available when the student needs one, which is usually not the case. So the possibility to have a substitute, for how much of lesser quality it may be, is worth pursuing. And there is at least one case in which the computer-based speaking tutor constitutes the only viable alternative to the human tutor: when mimicking the levels of speaking proficiency in L2, or levels of interlanguage, as will be explained in detail further on

A Systematic Review of Music Teacher Education Research within the United States:1982-2010

Music education researchers have explored several issues within music teacher education (MTE) including: coursework, teacher and musicianship skills, design and implementation of undergraduate programs, and music teacher identity development. An examination and discussion of this research will assist those responsible for educating future music teacher educators with developing meaningful and effective teacher training programs. In this systematic review, I examined the research published in peer-review journals between 1982 and 2010 and defended music education dissertations between 2005 and 2010. The purpose of the current synthesis was to synthesize peer-review research relating to MTE and to recount the findings and connections of existing research for current music teacher educators. Before studies were included in the synthesis, I reviewed each one to ensure they met the following inclusion criteria: (a) relevant to the proposed research questions under consideration; (b) published in a peer-review journal or a defended dissertation between 2005-2010; (c) printed in English; (d) published between 1982 and July 2010; (e) involved subjects who were members of an undergraduate teacher preparation program in the United States; (f) detailed in the presentation of the methodology; and (g) presented the content so that relevant information could be attained. To further explore the implications of the current synthesis' findings, three practicing music teacher educators completed a two-part questionnaire designed to elicit information about their perspectives of MTE research and opinions of the current findings. I reviewed, categorized, and reported responses from each questionnaire as part of the research synthesis intending to identify the role of research in MTE, commonalities, possible concerns, and possible future research needs for meaningful research agendas specific to music teacher education

UTB/TSC Legacy Degree Programs and Courses 2012 – 2013

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1028/thumbnail.jp

The Creation of an Expert System for Teaching Piano Lessons

Combining the arts with science and technology has had many beneficial results. Computers and music have been connected for many years. Computers have been used in music composition, electronic keyboards, music publishing and digital sound processing. Artificial intelligence has been used in creating expert systems for training people in various fields. An attempt will be made to tie together expert systems for training with current computerized music technology. This research report proposes that an expert system be developed to teach piano lessons. The fields of music and artificial intelligence will be drawn upon in developing this expert system structure. While existing technology makes the choice of an electronic keyboard the logical one, using an acoustic piano will also be addressed

The Creation of an Expert System for Teaching Piano Lessons

Combining the arts with science and technology has had many beneficial results. Computers and music have been connected for many years. Computers have been used in music composition, electronic keyboards, music publishing and digital sound processing. Artificial intelligence has been used in creating expert systems for training people in various fields. An attempt will be made to tie together expert systems for training with current computerized music technology. This research report proposes that an expert system be developed to teach piano lessons. The fields of music and artificial intelligence will be drawn upon in developing this expert system structure. While existing technology makes the choice of an electronic keyboard the logical one, using an acoustic piano will also be addressed

UTB/TSC Legacy Degree Programs and Courses 2014 – 2015

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1030/thumbnail.jp

Profiles, perceptions, and practices related to customizable computer-aided instructions (MacGAMUT) among postsecondary aural-training instructors

Thesis (D.M.A.)--Boston UniversityThe purpose of this study was to examine relationships between demographic and educational characteristics of postsecondary aural-training instructors and their practices using CAI (here, MacGAMUT). Instructors who use MacGAMUT (N = 278) were surveyed about their profiles, perceptions, and practices using a pilot-tested, researcher-designed online questionnaire. Two separate four-way MANOVAs were chosen to simultaneously analyze whether respondents differed on eight dependent variables. Significant main effects were found for the whole model (p = .010), gender (p = .018), and years using MacGAMUT (p = .006) in MANOVA 1; and the whole model (p = .022), years teaching aural skills (p = .015), and years using MacGAMUT (p = .001) in MANOVA 2. Significant interaction effects included the influence of gender on monitoring student usages of MacGAMUT (p = .017), years using MacGAMUT on the impact of CAI on learning dictation skills (p < .0001), years using MacGAMUT on the impact of instructors' interactions and involvement with MacGAMUT on learning dictation skills (p < .0001), and years using MacGAMUT on the impact of customization on learning dictation skills (p = .004) in MANOVA 1; and the influence of years using MacGAMUT on the importance of requiring students to use MacGAMUT in Mastery Mode (p = .005), and years using MacGAMUT on how often students are required to submit MacGAMUT assignments (p = .011) in MANOVA 2. Conclusions focus on the instructional uses of MacGAMUT as having a positive impact on student learning of dictation, thus placing a greater responsibility on the instructor to coordinate their uses of CAI thoughtfully with the curriculum. Suggestions for further research include gender differences using more complex types of music technology, in-class practices of aural training, reasons for default changes, userfriendliness, reasons for discontinued use, professional development, graduate training in technology, foundational assumptions among Digital Natives, and a replication of the study

Parkland College Music Articulation: 1972-1997

I have been a student of the teaching-learning process for over thirty years. My doctoral studies at the University of Northern Colorado focused upon the development of an effective music curriculum and techniques of music instruction. After my appointment to the faculty at Parkland College in. 1970, it became apparent that my theoretical concepts of curriculum and instruction could be applied in. a practical manner. The existing music courses were Music Appreciation, Music Fundamentals, Music Theory (incorporating ear-training), Chorus, Band, and Class Piano. My goal was to develop the best community college music program possible. I subsequently developed our current music transfer program over several years on a course by course approach, based on student needs for transfer. Today, the goal remains the same, but the means to achieve the goal have changed considerably..