Login | Register

Online Translators: Can They Help English Learners improve their pronunciation?

Title:

Online Translators: Can They Help English Learners improve their pronunciation?

He, Yue and Cardoso, Walcir (2021) Online Translators: Can They Help English Learners improve their pronunciation? Masters thesis, Concordia University.

[thumbnail of He_MA_F2021.pdf]
Preview
Text (application/pdf)
He_MA_F2021.pdf - Accepted Version
1MB

Abstract

The literature reports a number of limitations that affect the teaching and learning of foreign languages, including a lack of teacher preparedness (Hu, 2005) and insufficient time for practice (Life, 2011). To mitigate these challenges, we proposed a self-directed learning (SDL) environment assisted by a combination of text-to-speech synthesis (TTS) and automatic speech recognition (ASR) technologies, as found in Microsoft Translator (MT), to examine whether this translation tool and its built-in speech features can promote the acquisition in pronunciation of English regular past tense -ed in a self-directed manner.

This study followed a pretest/posttest research design in which participants received autonomous but teacher-assisted TTS- and ASR-based treatment to learn about the pronunciation of English past -ed allomorphy: this suffix can be pronounced as play/d/, visit/ɪd/ and walk/t/, depending on the preceding phonological environment. We compared 29 participants’ performance in past -ed allomorphy by assessing their phonological development in terms of phonological awareness, phonemic discrimination, and oral production, as per Celce-Murcia et al.’s (2010) framework for pronunciation instruction. The t-test results showed that there were significant improvements in participants’ phonological awareness and oral production of English past -ed allomorphy. For the phonemic discrimination tests, the results were inconclusive: the participants only improved in recognizing the /t/ allomorph. These findings highlight the affordances of MT and its speech capabilities regarding its pedagogical use for improving second language learners’ pronunciation.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:He, Yue and Cardoso, Walcir
Institution:Concordia University
Degree Name:M.A.
Program:Applied Linguistics
Date:September 2021
Thesis Supervisor(s):Cardoso, Walcir
Keywords:Translation tools, EFL, pronunciation learning, SDL
ID Code:988939
Deposited By: Yue He
Deposited On:29 Nov 2021 16:49
Last Modified:29 Nov 2021 16:49

References:

Alrabai, F. (2016). Factors Underlying Low Achievement of Saudi EFL Learners. International Journal of English Linguistics, 6(3), 21-37. https://doi.org/10.5539/ijel.v6n3p21
Bahri, H., & Mahadi, T. S. T. (2016). Google Translate as a Supplementary Tool for Learning Malay: A Case Study at Universiti Sains Malaysia. Advances in Language and Literary Studies, 7(3), 161-167.
Bahri, H., Mahadi, T. (2016). Google Translate as a supplementary tool for learning Malay: A case study at Universiti Sains Malaysia. Advances in Language and Literary Studies, 7(3), 161–167.
Barratt-Pugh, L., Zhao, F., Zhang, Z., & Wang, S. (2018). Exploring current Chinese higher education pedagogic tensions through an activity theory lens. Higher Education, 77(5), 831-852. https://doi.org/10.1007/s10734-018-0304-8
Beare, K. (2019). How Many People Learn English Around the World?. ThoughtCo. Retrieved 7 October 2020, from https://www.thoughtco.com/how-many-people-learn-english-globally-1210367.
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Harlow: Longman.
Bione, T., & Cardoso, W. (2020). Synthetic voices in the foreign language context. Language Learning & Technology, 24(1), 169–186. https://doi.org/10125/44715
Candy, P. (2004). Linking Thinking: Self-directed learning in the digital age. Department of Education, Science and Training.
Cardoso, W. (2007). The variable development of English word-final stops by Brazilian Portuguese speakers: A stochastic optimality theoretic account. Language Variation and Change, 19, 1-30.
Cardoso, W. (2011). The development of coda perception in second language phonology: A variationist perspective. Second Language Research, 27(4), 433-465. doi: 10.1177/0267658311413540
Cardoso, W. (2018). Learning L2 pronunciation with a text-to-speech synthesizer. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds), Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 (pp. 16-21). Research-publishing.net. https://doi.org/10.14705/rpnet.2018.26.806
Carlet, A., & Souza, H. (2018). Improving L2 pronunciation inside and outside the classroom. Ilha Do Desterro A Journal of English Language, Literatures In English And Cultural Studies, 71(3), 99-124. https://doi.org/10.5007/2175-8026.2018v71n3p99
Cavus, N. (2016). Development of an Intelligent Mobile Application for Teaching English Pronunciation. Procedia Computer Science, 102, 365-369. https://doi.org/10.1016/j.procs.2016.09.413
Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B. (2010). Teaching pronunciation: Reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
Chapelle, C. (2003). English Language Learning and Technology. John Benjamins Publishing Company.
Chen, H. (2011). Developing and evaluating an oral skills training website supported by automatic speech recognition technology. Recall, 23(1), 59-78. https://doi.org/10.1017/s0958344010000285
Clifford, J., Merschel, L., & Reisinger, D. (2013). Meeting the challenges of machine translation. The Language Educator, 8, 44-47.
Collins, L., & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(1), 133–147.
Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some Input on the Easy/Difficult Grammar Question: An Empirical Study. The Modern Language Journal, 93(3), 336-353. https://doi.org/10.1111/j.1540-4781.2009.00894.x
de Vries, B., Cucchiarini, C., Bodnar, S., Strik, H., & van Hout, R. (2014). Spoken grammar practice and feedback in an ASR-based CALL system. Computer Assisted Language Learning, 28(6), 550-576. https://doi.org/10.1080/09588221.2014.889713
Delatorre, F. (2010). The role of orthography on the production of regular verbs ending in ed by Brazilian EFL learners. In Proceedings of the 9th Seminário do Círculo de Estudos Linguísticos do Sul (pp. 1-13). Florianópolis: Federal University of Santa Catarina.
Derwing, T.M. (2003). What do ESL students say about their accents? Canadian Modern Language Review, 59, 547–567.
Derwing, T.M., Munro, M.J., & Wiebe, G.E. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Du, F. (2013). Student Perspectives of Self-Directed Language Learning: Implications for Teaching and Research. International Journal for the Scholarship of Teaching and Learning. 7(2), 1-16. https://doi.org/10.20429/ijsotl.2013.070224
Dwight, V. (2012). Regular Past Tense Acquisition in L2 English: The Roles of Perceptual Salience and Readiness (Master). Concordia University.
Fahnoe, C., & Mishra, P. (2013). Do 21st century learning environments support self-directed learning? Middle school students’ response to an intentionally designed learning environment. In Society for information technology & teacher education international conference (pp. 3131-3139). New Orleans, Louisiana, United States.
Fischer, G., & Scharff, E. (1998). Learning Technologies in Support of Self-Directed Learning. Journal of Interactive Media in Education, 98(4), 1-32.
Garcia, I., & Pena, M. I. (2011). Machine translation-assisted language learning: writing for beginners. Computer Assisted Language Learning, 24(5), 471-487. Retrieved from http://dx.doi.org/10.1080/09588221.2011.582687.
Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667
González, D. (2007). Text-to-Speech Applications Used in EFL Contexts to Enhance Pronunciation. TESL-EJ, 11(2), 1-11.
Graebner, M., Martin, J., & Roundy, P. (2012). Qualitative data: Cooking without a recipe. Strategic Organization, 10(3), 276-284. https://doi.org/10.1177/1476127012452821
Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112-121.
Guglielmino, L. (1977). Development of the self-directed learning readiness scale. (Ph.D). University of Georgia.
Handley, Z. (2009). Is text-to-speech synthesis ready for use in computer-assisted language learning?. Speech Communication, 51(10), 906-919. https://doi.org/10.1016/j.specom.2008.12.004
Hu, G. (2002). Recent important developments in secondary English language teaching in the People’s Republic of China. Language, Culture and Curriculum, 15, 30-49.
Hu, G. (2003). English Language Teaching in China: Regional Differences and Contributing Factors. Journal of Multilingual And Multicultural Development, 24(4), 290-318. https://doi.org/10.1080/01434630308666503
Hu, G. (2005). English Language Education in China: Policies, Progress, and Problems. Language Policy, 4(1), 5-24. https://doi.org/10.1007/s10993-004-6561-7
Huang, Y., & Liao, L. (2015). A study of text-to-speech (TTS) in children's English learning. Teaching English With Technology, 15(1), 14-30.
Jin, L., & Deifell, E. (2013). Foreign Language Learners’ Use and Perception of Online Dictionaries: A Survey Study. MERLOT Journal of Online Learning and Teaching, 9(4), 515-533.
Jolley, J., & Maimone, L. (2015). Free Online Machine Translation: Use and Perceptions by Spanish Students and Instructors. In A. Moeller, Learn Languages, Explore Cultures, Transform Lives (pp. 181-200). Robert M. Terry.
Josefsson, E. (2011). Contemporary Approaches to Translation in the Classroom: A Study of Students’ Attitudes and Strategies. Retrieved from http://du.diva-portal.org/smash/get/diva2:519125/FULLTEXT01.pdf.
Karavas‐Doukas, E. (1995). Teacher identified factors affecting the implementation of an EFL innovation in Greek public secondary schools. Language, Culture And Curriculum, 8(1), 53-68. https://doi.org/10.1080/07908319509525188
Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19, 171-185.
Koreman, J., Bech, Ø., Husby, O. & Wik, P. (2011). L1-L2map: a tool for multi-lingual contrastive analysis. In Proceedings of the 17th International Congress of Phonetic Sciences. Hong Kong.
Lee, C., & Reiko, K. (2001). A Tandem of Native and Non-Native Teachers: Voices from Japanese and American Teachers in the EFL Classroom in Japan. In the Second International Language Teacher Educator’ Conference. Minneapolis, MN, United States.
Lei, L., & Qin, X. (2009). An Empirical Study of Success and Failure Attributions of EFL Learners at the Tertiary Level in China. The Asian EFL Journal, 11(3), 29-51.
Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451-461. https://doi.org/10.1016/j.system.2014.01.011
Liakin, D., Cardoso, W., & Liakina, N. (2014). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1-25. https://doi.org/10.1558/cj.v32i1.25962
Liakin, D., Cardoso, W., & Liakina, N. (2017) The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3-4), 348– 365.
Liakin, D., Cardoso, W., & Liakina, N. (2017). Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies. Languages, 2(3), 11. MDPI AG. Retrieved from http://dx.doi.org/10.3390/languages2030011
Liang, D. (2015). Chinese Learners’ Pronunciation Problems and Listening Difficulties in English Connected Speech. Asian Social Science, 11(16), 98-106. https://doi.org/10.5539/ass.v11n16p98
Life, J. (2011). Motivation and EFL University Students in North-East Asia. The Asian EFL Journal, 13(3), 11-41.
Longcope, P. (2009). Differences between the EFL and the ESL language learning contexts. Studies in Language and Culture, 30(2), 303-320.
Lyster, R., & Saito, K. (2010). Oral Feedback in Classroom SLA. Studies In Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/s0272263109990520
Major, R. (2004). Gender and stylistic variation in second language phonology. Language Variation and change, 16(3), 169-188.
McCrocklin, M. S. (2014). The potential of Automatic Speech Recognition for fostering pronunciation learners' autonomy (Doctoral dissertation, Iowa State University, Ames, United States). Retrieved from https://lib.dr.iastate.edu/etd/13902/
McCrocklin, S. (2015). Automatic speech recognition: Making it work for your pronunciation class. In J. Levis, R. Mohammed, M. Qian & Z. Zhou (Eds). Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference (ISSN 2380-9566), Santa Barbara, CA (pp. 126-133). Ames, IA: Iowa State University.
McCrocklin, S. (2016). Pronunciation learner autonomy: The potential of Automatic Speech Recognition. System, 57, 25-42. https://doi.org/10.1016/j.system.2015.12.013
McCrocklin, S. (2019). ASR-based dictation practice for second language pronunciation improvement. Journal Of Second Language Pronunciation, 5(1), 98-118. https://doi.org/10.1075/jslp.16034.mcc
McIntyre, N., & Foulsham, T. (2018). Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms. Instructional Science, 46(3), 435-455. https://doi.org/10.1007/s11251-017-9445-x
Microsoft Translator service - Azure Cognitive Services. (2021). Microsoft. Retrieved November 7, 2020, from https://docs.microsoft.com/en-us/azure/cognitive-services/translator/translator-info-overview.
Mishra, P., Fahnoe, C., & Henriksen, D. (2013). Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments. Techtrends, 57(1), 10-13. https://doi.org/10.1007/s11528-012-0623-z
Mroz, A. (2020). Aiming for advanced intelligibility and proficiency using mobile ASR. Journal of Second Language Pronunciation 6(1), 12-38.
Munro, M.J. (2003). A primer on accent discrimination in the Canadian context. TESL Canada Journal, 20, 38-51.
Neri, A., Cucchiarini, C., & Strik, H. (2008). The effectiveness of computer-based speech corrective feedback for improving segmental quality in L2 Dutch. Recall, 20(2), 225-243.
Nguyen, L., & Newton, J. (2020). Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study. RELC Journal, 52(1), 77-93. https://doi.org/10.1177/0033688220952476
Niitemaa, M. L., & Pietilä, P. (2018). Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information. Journal of Language Teaching and Research, 9(3), 453-462.
Norris, J., & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning, 50(3), 417-528. https://doi.org/10.1111/0023-8333.00136
Nusbaum, H., Francis, A., & Henly, A. (1995). Measuring the naturalness of synthetic speech. International Journal of Speech Technology, 2(1), 7-19.
Oktalia, D., & Drajati, A. (2018). English teachers’ perceptions of text to speech software and Google site in an EFL Classroom: What English teachers really think and know. International Journal Of Education And Development Using Information And Communication Technology, 14(3), 183-192.
Ortega, L. (2013). Understanding second language acquisition. Abingdon, UK: Routledge.
Piske, T. (2008). Phonetic awareness, phonetic sensitivity and the second language learner. In J. Cenoz & N. H. Hornberger (Eds.), Encyclopedia of language and education Vol. 6: Knowledge about language (pp. 155-166). New York: Springer Science.
Rashid, T., & Asghar, H. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers In Human Behavior, 63, 604-612. https://doi.org/10.1016/j.chb.2016.05.084
Richards, M. (2012). Helping Chinese learners distinguish English /l/ and /n/. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, (pp. 161-167). Ames, IA: Iowa State University.
Rifkin, B. (2005). A Ceiling Effect in Traditional Classroom Foreign Language Instruction: Data from Russian. The Modern Language Journal, 89(1), 3-18. https://doi.org/10.1111/j.0026-7902.2005.00262.x
Robinson (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance. John Benjamins.
Sade, L. A. (2011). Emerging selves, language learning, and motivation through the lens of chaos. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation, and autonomy in language learning (pp. 42-56). Bristol, UK: Multilingual Matters.
Schauer, G. (2006). Pragmatic Awareness in ESL and EFL Contexts: Contrast and Development. Language Learning, 56(2), 269-318. https://doi.org/10.1111/j.0023-8333.2006.00348.x
Seyedabadi, S., Fatemi, A., & Pishghadam, R. (2015). Towards Better Teaching of Pronunciation: Review of Literature in the Area. Mediterranean Journal of Social Sciences, 6(4), 76-81. https://doi.org/10.5901/mjss.2015.v6n4s1p76
Sha, G. (2010). Using TTS Voices to Develop Audio Materials for Listening Comprehension: A Digital Approach. British Journal of Educational Technology, 41(4), 632-641.
Sheerin, S. (1997). An exploration of the relationship between self-access and independent learning. In P. Benson and P. Voller (Eds.), Autonomy and Independence in Language Learning (pp. 54-65). London: Longman.
Shi, X. (2019). A Study on English Pronunciation Problems at Segmental Level of College Students from Mainland China. Journal of Literature And Art Studies, 9(2), 238-244. https://doi.org/10.17265/2159-5836/2019.02.013
Si, J. (2019). English as a Lingua Franca: A New Approach for English Language Teaching in China?. Chinese Journal of Applied Linguistics, 42(1), 113-135. https://doi.org/10.1515/cjal-2019-0007
Soler-Urzua, F. (2011). The acquisition of English /ɪ/ by Spanish speakers via text-to-speech synthesizers: A quasi-experimental study (Master's Thesis). Concordia University, Montreal, CA.
Solt, S., Pugach, Y., Klein, E.C., Adams, K., Stoyneshka, I., & Rose, T. (2004). L2 perception and production of the English regular past: Evidence of phonological effects. In A. Brugos, L. Micciulla, & C. Smith (Eds.), Proceedings of the 28th Annual Boston University Conference on Language Acquisition, 553-564. Somerville, MA: Cascadilla Press.
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Bygate, M., Skehan, P., & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Harlow: Longman.
Thompson, T., & Gaddes, M. (2005). The importance of teaching pronunciation to adult learners. Asian EFL Journal, 2, 1-5.
Tight, D. G. (2017). Tool usage and effectiveness among L2 Spanish computer writers. ELIA: Estudios de Lingüística Inglesa Aplicada, 17, 157-182.
Van Lieshout, C., & Cardoso, W. (in press). Google Translate as a tool for self-directed language learning. Language Learning & Technology.
Van Tol, C. (2016). The global English language job market is changing: what this means for ESL teachers. Medium. Retrieved 7 October 2020, from https://medium.com/accelerated/the-global-english-language-job-market-is-changing-what-this-means-for-esl-teachers-92c8d87cf8eb.
Wahid, R., & Sulong, S. (2013). The Gap Between Research and Practice in the Teaching of English Pronunciation: Insights from Teachers’ Beliefs and Practices. World Applied Sciences Journal, 21, 133-142. https://doi.org/10.5829/idosi.wasj.2013.21.sltl.2147
Wang, Y., & Young, S. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR-based CALL system. Journal of Computer Assisted Learning, 31(6), 493-504. https://doi.org/10.1111/jcal.12079
Wu, W. (2009). Criteria for Establishing an Authentic EFL Learning Environment in Taiwan. The Asian EFL Journal, 11(3), 156-189.
Xiong, T., & Xiong, X. (2017). The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China. English Language Teaching, 10(4), 100. https://doi.org/10.5539/elt.v10n4p100
Yu, L., Song, Q., & Miao, J. (2019). A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China. Theory and Practice in Language Studies, 9(7), 810. https://doi.org/10.17507/tpls.0907.09
Zec, D. (1995). Sonority constraints on syllable structure. Phonology, 12, 85-129.
Zhang, F., & Yin, P. (2009). A Study of Pronunciation Problems of English Learners in China. Asian Social Science, 5(6), 141-146. https://doi.org/10.5539/ass.v5n6p141
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top