TY - GEN
T1 - Investigating the effectiveness of speech-to-text recognition application on learning performance in traditional learning environment
AU - Shadiev, Rustam
AU - Huang, Yueh Min
AU - Hwang, Wu Yuin
AU - Shadiev, Narzikul
N1 - Publisher Copyright:
© 2015 IEEE.
PY - 2015/9/14
Y1 - 2015/9/14
N2 - This study aimed to explore the effectiveness of applying the speech-to-text recognition (STR) technology during lectures in English on learning performance of non-native English students. Furthermore, how useful texts generated by the STR for students of different English as foreign language (EFL) ability during different difficulty level lectures was explored. For this reason, one experiment was carried out in this study. Two lectures, one is intermediate difficulty level lecture and the other is advanced, were administered in a traditional classroom and the STR was adopted to aid students' learning. Results of this study showed that students who used STR-generated texts outperformed students who did not use them. According to students, STR-texts were useful to follow the instructor, clarify some words, confirm what the lecturer has said, make up missed information, and enhance understanding. It was found that STR-texts were beneficial for learning of low EFL ability students during both lectures while high EFL ability students only used STR-texts during the advanced level lecture. Based on these results, several suggestions and implications for teaching and research community are proposed in this study.
AB - This study aimed to explore the effectiveness of applying the speech-to-text recognition (STR) technology during lectures in English on learning performance of non-native English students. Furthermore, how useful texts generated by the STR for students of different English as foreign language (EFL) ability during different difficulty level lectures was explored. For this reason, one experiment was carried out in this study. Two lectures, one is intermediate difficulty level lecture and the other is advanced, were administered in a traditional classroom and the STR was adopted to aid students' learning. Results of this study showed that students who used STR-generated texts outperformed students who did not use them. According to students, STR-texts were useful to follow the instructor, clarify some words, confirm what the lecturer has said, make up missed information, and enhance understanding. It was found that STR-texts were beneficial for learning of low EFL ability students during both lectures while high EFL ability students only used STR-texts during the advanced level lecture. Based on these results, several suggestions and implications for teaching and research community are proposed in this study.
KW - Low and high ability
KW - Non-native English students
KW - Speech-to-text recognition
KW - Traditional classroom
UR - http://www.scopus.com/inward/record.url?scp=84961738576&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2015.18
DO - 10.1109/ICALT.2015.18
M3 - 會議論文篇章
AN - SCOPUS:84961738576
T3 - Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015
SP - 441
EP - 445
BT - Proceedings - IEEE 15th International Conference on Advanced Learning Technologies
A2 - Chen, Nian-Shing
A2 - Liu, Tzu-Chien
A2 - Kinshuk, null
A2 - Huang, Ronghuai
A2 - Hwang, Gwo-Jen
A2 - Sampson, Demetrios G.
A2 - Tsai, Chin-Chung
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015
Y2 - 6 July 2015 through 9 July 2015
ER -