A Multimedia English Learning System Using HMMs to Improve Phonemic Awareness for English Learning

Autor/inn/en	Lai, Yen-Shou; Tsai, Hung-Hsu; Yu, Pao-Ta
Titel	A Multimedia English Learning System Using HMMs to Improve Phonemic Awareness for English Learning
Quelle	In: Educational Technology & Society, 12 (2009) 3, S.266-281 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Experimental Groups; Control Groups; Quasiexperimental Design; Phonemic Awareness; Mastery Learning; Achievement Tests; Foreign Countries; Second Language Learning; English (Second Language); Grade 3; Second Language Instruction; Educational Technology; Computer Software; Computer System Design; Multimedia Materials; Instructional Effectiveness; Markov Processes; Pronunciation; Pronunciation Instruction; Computer Assisted Instruction; Taiwan + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; Fremdsprachenunterricht; Unterrichtsmedien; Unterrichtserfolg; Markowscher Prozess; Aussprache; Ausspracheübung; Computer based training; Computerunterstützter Unterricht
Abstract	This paper proposes a multimedia English learning (MEL) system, based on Hidden Markov Models (HMMs) and mastery theory strategy, for teaching students with the aim of enhancing their English phonetic awareness and pronunciation. It can analyze phonetic structures, identify and capture pronunciation errors to provide students with targeted advice in pronunciation, intonation, rhythm and volume. In addition, the paper also applies the mastery learning to effectively help students practice pronunciation of English words and sentences. Finally, this paper adopts a quasi-experimental design and lasting for 12 weeks and 120 third-graders, aged 9-10 years, from an elementary school in Yunlin County in Taiwan. These students were recruited and randomly assigned as the experimental group and the control group, respectively. The former used the MEL system, while the latter received the conventional English teaching. Research data were collected through the Phonemic Awareness Test and the English Achievement Test. The results showed that the experimental group with low phonemic awareness performed significantly better than the control group in the English Achievement Test. (Contains 11 figures and 6 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10