Using Spoken Dialogue Technology for L2 Speaking Practice: What Do Teachers Think?

Autor/inn/en	Timpe-Laughlin, Veronika; Sydorenko, Tetyana; Daurio, Phoebe
Titel	Using Spoken Dialogue Technology for L2 Speaking Practice: What Do Teachers Think?
Quelle	In: Computer Assisted Language Learning, 35 (2022) 5-6, S.1194-1217 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Timpe-Laughlin, Veronika) ORCID (Sydorenko, Tetyana) ORCID (Daurio, Phoebe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1774904
Schlagwörter	Second Language Learning; Second Language Instruction; Oral Language; Dialogs (Language); Teacher Attitudes; Audio Equipment; Teaching Methods; Natural Language Processing; Linguistic Input; English (Second Language); Language Teachers; Intensive Language Courses; Task Analysis; Speech Communication; Instructional Effectiveness; Positive Attitudes; Intelligent Tutoring Systems; College Faculty + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Dialog; Dialogs; Dialogue; Dialogues; Lehrerverhalten; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Natürliche Sprache; Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Intensivkurs; Sprachkurs; Aufgabenanalyse; Unterrichtserfolg; Intelligentes Tutorsystem; Fakultät
Abstract	Often, second/foreign (L2) language learners receive little opportunity to interact orally in the target language. Interactive, conversation-based spoken dialog systems (SDSs) that use automated speech recognition and natural language processing have the potential to address this need by engaging learners in meaningful, goal-oriented speaking practice. However, these technology-based learning tools are often developed without input from teaching professionals. As part of a larger development effort, this study examined English as a second language (ESL) teachers' perceptions regarding SDS-based speaking tasks, addressing the following research questions: (a) What do teachers think about the SDS-based tasks? (b) How would they use them in the context of their English instruction? Overall, 16 ESL instructors in an intensive English program in the United States were asked to interact with four SDS-based speaking tasks designed to elicit specific linguistic phenomena (e.g. making requests; wh-questions). The teachers completed a survey after each task to gauge their user experience, level of engagement, and perceptions of the usefulness of the tasks for their teaching contexts. A subgroup of instructors (n = 7) also participated in audio-recorded focus group meetings. Descriptive statistics were calculated for each survey item and the open-ended responses from the surveys and focus groups were analyzed qualitatively for major themes. The findings show that teachers had positive views of the SDS tasks' potential for speaking practice and diagnostic purposes, primarily in a flipped classroom model. Their perceptions seemed to be related to their own user experience and, in particular, to the perceived authenticity of a given task. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01