An Exploratory Case Study to Investigate Perceived Pronunciation Errors in Thai Primary School Students Using Audio-Visual Speech Recognition

Autor/in	Graham, Steven
Titel	An Exploratory Case Study to Investigate Perceived Pronunciation Errors in Thai Primary School Students Using Audio-Visual Speech Recognition
Quelle	In: Teaching English with Technology, 21 (2021) 4, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Pronunciation; Reading Difficulties; Error Patterns; Elementary School Students; Audiovisual Aids; Computer Software; Computer Assisted Instruction; Speech Communication; English (Second Language); Second Language Learning; Second Language Instruction; Small Schools; Rural Schools; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Aussprache; Reading difficulty; Leseschwierigkeit; Fehlertyp; Audiovisuelles Medium; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School; Schools; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Ausland
Abstract	An explorative case study has been conducted at a small rural school in the north east of Thailand to investigate the pronunciation errors that primary school students make when reading English aloud. This paper illustrates the opportunities and challenges of employing speech recognition software in rural classrooms by using it with specifically designed audiovisual materials based on the Thai curriculum to identify English language reading and pronunciation difficulties. A comparison is made between this study and published literature. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01