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Autor/inChiang, Hui-Hua
TitelA Comparison between Teacher-Led and Online Text-to-Speech Dictation for Students' Vocabulary Performance
QuelleIn: English Language Teaching, 12 (2019) 3, S.77-93 (17 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1916-4742
SchlagwörterAssistive Technology; Computer Assisted Instruction; Verbal Communication; Vocabulary Development; Second Language Learning; English (Second Language); College Students; Scores; Grades (Scholastic); Computer Assisted Testing
AbstractResearchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoglu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants' vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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