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1
Cardoso, Vinícius Borges de Medeiros. "Designing classroom material to promote socialization and social change." BELT - Brazilian English Language Teaching Journal 9, no. 2 (January 15, 2019): 323. http://dx.doi.org/10.15448/2178-3640.2018.2.31366.
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This paper will review the process of developing two units of a coursebook that aimed to promote socialization and social change. Teaching perspectives on the Communicative Approach and Critical Literacy are reviewed, advocating the possibility of linking both perspectives. The methods of dealing with the receptive and productive skills and three language systems – grammar, vocabulary, and pronunciation – are synthesized and reasons for supporting the choice of the activities in the units are given throughout the article. The results of this study suggest that the coursebook syllabus can bring together both the possibility of socialization, fostered by the Communicative Approach, and social change, encouraged by the Critical Literacy. Thus, coursebooks are important factors to promote students’ active citizenship.
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Le, Thao, Mai Le, and Quyen Nguyen. "EFL Teachers' Evaluation on “Skillful-Teaching Writing and Reading 02”." FOSTER: Journal of English Language Teaching 2, no. 3 (August 9, 2021): 398–417. http://dx.doi.org/10.24256/foster-jelt.v2i3.57.
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In case that many reforms in learning and teaching English in Vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. This research is more qualitative than quantitative in its nature, aiming to investigate EFL teachers’ evaluation of the coursebook Skillful – Reading & Writing 02 in a specific educational institution in the Mekong Delta. Thirteen teacher participants using the books were invited to participate in this study. Quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. The study provided a new checklist for evaluating materials in teaching and learning reading and writing. The findings showed that (1) the merits of the coursebook Skillful – Reading & Writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. Likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. Additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions.
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Akil, Mansur, Arifuddin Hamra, Haryanto Atmowardoyo, and Magdahalena Tjalla. "Evaluating a New Writing Material: Students’ Perception towards the Use of a Teacher-made Coursebook." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 525. http://dx.doi.org/10.17507/jltr.0903.11.
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This study discusses an evaluation of a teacher-made coursebook for teaching essay writing course. Forty students were asked to give their perception of the use of the coursebook in terms of goal, contents, organization and design, and methodology. The analysis of the students’ answers showed that their perception towards the coursebook was positive. The majority of the students said that the coursebook objective was relevant to their needs, the contents were complete, the topics were interesting and were relevant to their needs and interests as well as their sociocultural background, the explanation was easy to be understood, the tasks and activities were attracting and helped them expressed their knowledge, experiences, and interests in a variety of essay types. Similarly, the coursebook was well-arranged from unit to the subunit. Students also said that the methodology used by the coursebook helped them expressed their knowledge, experiences, and interests accurately and fluently.
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Iswati, Luluk. "DEVELOPING ADDIE MODEL-BASED ESP COURSEBOOK." Indonesian EFL Journal 5, no. 2 (July 23, 2019): 103. http://dx.doi.org/10.25134/ieflj.v5i2.1804.
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Coursebook plays a substantial role in facilitating teaching and learning process, especially for EFL (English as a Foreign Language) learners of English for Specific Purposes (ESP). However, the widely available coursebooks do not always match with the designed program and the learners� as well as the institution� needs. To ensure that a coursebook can optimally support the goals of an ESP course, developing materials is suggested. This research aimed to develop an ESP coursebook using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A Research and Development method was employed in this research in which the data were collected through questionnaire and interview. The questionnaire was distributed to 430 Business English 1 students at Universitas Muhammadiyah Yogyakarta. Meanwhile, the interview was conducted to 4 English teachers. Here, the data were obtained during the first and the last steps of ADDIE model (analysis and evaluation). The data obtained from the analysis phase were used for need analysis, while those obtained from the evaluation phase were used to evaluate the strengths and weaknesses of the coursebook. The findings showed the coursebook�s elements which cover language, content, tasks, learners, and the learning are good, but the visual elements highly need improvement.
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Zhao, Xiaoda, and Xiaoyan Jin. "Standardized Evaluation Method of Pronunciation Teaching Based on Deep Learning." Security and Communication Networks 2022 (March 7, 2022): 1–11. http://dx.doi.org/10.1155/2022/8961836.
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With the advancement of globalization, an increasing number of people are learning and using a common language as a tool for international communication. However, there are clear distinctions between the native language and target language, especially in pronunciation, and the domestic target language, the learning environment is far from ideal, with few competent teachers. In addition, such learning cannot achieve computer-assisted language learning (CALL) technology. The efficient combination of computer technology and language teaching and learning methods provides a new solution to this problem. The core of CALL is speech recognition (SR) technology and speech evaluation technology. The development of deep learning (DL) has greatly promoted the development of speech recognition. The pronunciation resource collected from the Chinese college students, whose majors are language education or who are planning to obtain better pronunciation, shall be the research object of this paper. The study applies deep learning to the standard but of target language pronunciation and builds a standard evaluation model of pronunciation teaching based on the deep belief network (DBN). On this basis, this work improves the traditional pronunciation quality evaluation method, comprehensively considers intonation, speaking speed, rhythm, intonation, and other multi-parameter indicators and their weights, and establishes a reasonable and efficient pronunciation model. The systematic research results show that this article has theoretical and practical value in the field of phonetics education.
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Safitri, Mega, and Peptia Asrining Tyas. "An Analysis of English Textbook Entitled "Bahasa Inggris SMA/MA SMK/MAK Kelas X"." JEES (Journal of English Educators Society) 4, no. 1 (April 21, 2019): 17. http://dx.doi.org/10.21070/jees.v4i1.1777.
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A textbook plays an important factor in teaching and learning processes. Thus, this study attempted to analyze an English textbook entitled Bahasa Inggris Bahasa Inggris SMA/MA SMK/MAK Kelas X which is used by almost teachers in secondary level education. This study used qualitative study by using Biocchi’s (2000) coursebook evaluation and interview which was adopted open-ended questions from Biocchi’s (2000) coursebook evaluation. The analysis encircled the contents, grammar, levels of the material, kind of the materials, and the methodology used in the textbook. The results revealed that this textbook was well designed and encouraged students’ autonomy to learn and use the language. Besides, this textbook achieved Biocchi’s (2000) coursebook evaluation (contents, grammar focus, level, material, and methodology) well. Although this book is good enough, there is a weakness; it is not provided by CD for listening activity, so the teachers have to find and create their own audio.
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Azadsarv, Mehdi, Mohammad Taghvaee, and Ali Zangoei. "Iranian Language Teachers and Students Perspectives on Total English Series at Intermediate Level." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (September 28, 2014): 463–88. http://dx.doi.org/10.24297/jal.v5i1.2732.
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As the means of transferring knowledge between teachers and students, coursebooks play a significant role in educational practices all over the world. Evaluation of coursebooks is also of great significance as it manages to a better understanding of the nature of a specific teaching/learning situation. The present study is an attempt to evaluate Total English coursebook from both Iranian EFL learners and teachers perspectives. Ninety three students and 20 teachers participated in this study. Fifty one of the students and 11 of the teachers were male and 42 of the students and nine of the teachers were female. The range of teachers' experience of teaching the coursebook was between 2-4 years and the range of students' experience of studying the coursebook was between 1-3 years. The data collection took place in three language institutes of Gilan and Mazandaran provinces. The coursebook, evaluated based on modified version of Cunningsworth's (1995) checklist, was the intermediate level of Total English. It was evaluated by both students and teachers based on administering written questionnaires. In order to triangulate the gathered data, 25 percent of the teachers and 10 percent of the students attended an interview session. Data analysis indicated that strength of Total English from teachers' perspective was culture and from students' point of view were visuals as well as practice and testing. Moreover, from students' perspective, the primary shortcoming of the coursebook was phonology.
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Skela, Janez, and Lara Burazer. "The Architecture of ELT Coursebooks." Journal for Foreign Languages 13, no. 1 (December 27, 2021): 383–407. http://dx.doi.org/10.4312/vestnik.13.383-407.
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This paper is an attempt to develop a design-oriented approach to ELT coursebook evaluation, with a particular focus on the internal organization of coursebook units at both intra-unit and inter-unit levels. We believe that looking at coursebooks from the position of the materials designer sheds some additional light on ELT coursebook evaluation. The design-oriented approach to ELT coursebook assessment proposed in the paper goes well beyond the immediate, and often superficial, ‘check-list’ methods commonly used to help teachers select coursebooks. In other words, the design-oriented approach to ELT coursebook assessment enables teachers an insight into ‘the architecture’ of textbooks. On this ‘journey to the centre of ELT textbooks’, we try to highlight how language teaching materials have been resolving the conundrum of the dynamic combination of the What (content), and the How (pedagogy/methodology). In presenting a materials design process, we start off with the assumption that there has always been a broad basis of theoretical and pedagogical notions that can inform the content and organization of ELT coursebooks, and upon which coursebook writers can build when designing instructional materials. The article then discusses three stages of the design process, offering a more detailed analysis of the complex issue of unit structure at intra- and inter-unit levels. We explore different formats of unit structure, its components, ways of creating coherence throughout the unit, and its underlying methodology/pedagogy. The last point prompts the conclusion that today’s ELT materials are produced in response to a perceived market demand that is often at variance with the latest theoretical developments in ELT.
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Liu, Yan Hong, and Ze Quan Liu. "A Corpus-Based Study of College English Coursebooks." Advanced Materials Research 204-210 (February 2011): 1990–93. http://dx.doi.org/10.4028/www.scientific.net/amr.204-210.1990.
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This study aims to create a college English coursebook corpus of coursebooks widely used in universities in China to form the basis of an analysis. The comparative study based on Cunningsworth [1] coursebook evaluation theory, in view of several checklist items and the adoption of quantitative and qualitative approach, involves: vocabulary size, the coverage of vocabulary and collocations and the readability of texts. The statistics of evaluation show that there is a gap between requirements and coursebooks. It is hoped that the indices examined in this study would be of some help for English teachers to take vocabulary and collocation size and text readability into account in teaching practice and possibly for administrators to adjust curriculum design and for editors or publishers to revise existing coursebooks.
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Li, Ying, and Gouzhi Zhang. "Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences." English Language Teaching 9, no. 12 (November 20, 2016): 89. http://dx.doi.org/10.5539/elt.v9n12p89.
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<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>
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Geng, Limei. "Evaluation Model of College English Multimedia Teaching Effect Based on Deep Convolutional Neural Networks." Mobile Information Systems 2021 (July 26, 2021): 1–8. http://dx.doi.org/10.1155/2021/1874584.
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With the acceleration of global integration, the demand for English instruction is increasingly rising. On the other hand, Chinese English learners struggle to learn spoken English due to the limited English learning environment and teaching conditions in China. The advancement of artificial intelligence technology and the advancement of language teaching and learning techniques have ushered in a new era of language learning and teaching. Deep learning technology makes it possible to solve this problem. Speech recognition and assessment technology are at the heart of language learning, and speech recognition technology is the foundation. Because of the complex changes in speech pronunciation, a large amount of speech signal data, the high dimension of speech characteristic parameters, and a large amount of speech recognition and evaluation computation, the large volume of speech signal processing requires higher requirements of hardware and software resources and algorithms. However, traditional speech recognition algorithms, such as dynamic time-warped algorithms, hidden Markov models, and artificial neural networks, have their advantages and disadvantages. They have encountered unprecedented bottlenecks, so it is difficult to improve their accuracy and speed. To solve these problems, this paper focuses on evaluating the multimedia teaching effect of college English. A multilevel residual convolutional neural network algorithm for oral English pronunciation recognition is proposed based on a deep convolutional neural network. The experiments show that our algorithm can assist learners in identifying inconsistencies between their pronunciation and standard pronunciation and correcting pronunciation errors, resulting in improved oral English learning performance.
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Yang, Chenyu. "A Review of Intercultural Language Teaching from the Perspectives of ELT Teaching Material Evaluation and Application." IRA International Journal of Education and Multidisciplinary Studies 17, no. 2 (July 6, 2021): 100. http://dx.doi.org/10.21013/jems.v17.n2.p9.
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Review on the evaluation of English Language Teaching (ELT) materials has been carried out by many researchers. Focusing on the cultural aspect, the review covers the three important participants in a classroom setting - coursebook, instructors and students. The review aims to reveal the evaluation of the culture content on ELT materials, to explore and students’ attitude towards source culture and international culture teaching in English as Foreign Language (EFL) class as well summarize some strategies adopted by teachers in their teaching process to give inspirations to current EFL teaching. After analyzing the objects, methods and findings of Several empirical researches in a bottom-up method, this review found: 1) there is an imbalance of cultural representation in ELT textbooks between target culture, home culture and international culture; 2) students show a positive attitude towards home culture and international culture learning in the learning process; 3) teachers notice the importance to cultivate students’ awareness of their own culture and culture relativism consciously and take measures accordingly in their class.
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Xu, Yushu. "English Speech Recognition and Evaluation of Pronunciation Quality Using Deep Learning." Mobile Information Systems 2022 (April 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/7186375.
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English is now one of the most important languages for economic exchange in various countries around the world, and it is also the most widely used language for cultural and information exchange. Like other countries, China likewise attaches highest significance to English learning, and people’s demand for applied learning is also increasing rapidly these days. However, there are significant differences between Chinese pronunciation and English pronunciation, and China lacks an English environment while teaching English language. Furthermore, the traditional education is limited by the place and time of classes, due to which it cannot meet people’s needs for learning English. With the fast progress of computer knowledge, the emergence of deep learning technology can better identify English pronunciation and evaluate the quality of English pronunciation. Additionally, deep learning can provide learners with precise, objective, and rapid pronunciation information. It can also assist learners in determining the differences between their pronunciation and conventional pronunciation through frequent listening and comparison, as well as correcting their pronunciation faults and increasing language learning efficacy. This study looks into the difficulty of using deep learning to evaluate the quality of English speech recognition and pronunciation. To evaluate English pronunciation quality, this paper selects intonation, speed, and rhythm, as the distinguishing indicators. The comparison between the results of manual evaluation and our evaluation clearly shows that English speech recognition and pronunciation quality model using deep learning established in this paper has much higher reliability. Among the 240 samples tested, only 32 samples differ by one grade, and the rest are similar.
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Wanci, Risman, and Sujariati Sujariati. "USING TASK-BASED INSTRUCTION IN DESIGNING ENGLISH LEARNING MATERIALS FOR NURSING STUDENTS AT STIK FAMIKA, INDONESIA." Jurnal Diskursus Islam 9, no. 3 (December 24, 2021): 437. http://dx.doi.org/10.24252/jdi.v9i3.25715.
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The presentation of appropriate learning materials to students should be an essential concern for a lecturer because some students need the material in general, and there are also those who need it specifically. Accordingly, a lecturer needs to know the needs of the learning materials needed by students who will be taught before the material is given to them. The objectives of this research were to design a syllabus, lesson plan, and coursebook of English for nursing at Nursing College of Famika (STIK Famika), Makassar, Indonesia. A research method used was research and development. It applied five steps of ADDIE design (analyze, design, develop, implement, and evaluate). Qualitative descriptive was used to analyze the data collected. The results of this research recommended a syllabus, lesson plan, and coursebook (English learning materials for nursing students). The coursebook has seven units of learning materials, and the materials were designed based on task-based instruction. The lesson plan was designed after the syllabus design, the important things to be included in the syllabus and lesson plan are learning objectives, standard competence, basic competence, time allotment, indicators, learning materials, learning activities (lecturer and students’ activities), method, media, sources to be used, and evaluation. In designing the products (syllabus, lesson plan, and coursebook), the writer involved two lecturers (Nursing and English lecturers) to know their opinions regarding the design of the products. The research results are expected to be useful for the teaching and learning English at the nursing study program of STIK Famika, Makassar, Indonesia.
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Priyanto, Agung. "TEACHING PRONUNCIATION BY WRITING PHONETIC SYMBOLS FOR PRONUNCIATION 1 CLASS (A CASE STUDY AT THE EMINENCE ENGLISH COURSE)." Jurnal Pendidikan Bahasa Inggris Proficiency 2, no. 2 (July 29, 2020): 9. http://dx.doi.org/10.32503/proficiency.v2i2.1405.
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The aim of this study is to describe the process of teaching pronunciation by writing phonetic symbols at The Eminence English Course Pare. Those are including of: the process of teaching pronunciation by writing phonetic symbols at The Eminence, the students’ response toward the process of teaching pronunciation, and tutor solution of the problems which are faced by students. Qualitative was selected as a research approach; observation was used to collect some information about pronunciation program. The instrument used for collecting documents which is related to pronunciation program was documentation, it was kind of module book. The questionnaire was used to get students’ perception in teaching learning process at pronunciation program. The result of this study showed that the process of teaching phonetic symbols at The Eminence had been supported by syllabus and lesson plan although it was not written yet structurally, the material was taken from module book, the media is using whiteboard, speaker, and Oxford dictionary. The method which was used was direct or natural method, the technique which was applied in the class was reading aloud technique. The evaluation of this program was taken on Sunday at the second week by giving written test. From the result about the students’ perception was known that students had problems in pronunciation. It is word connection. Tutor solves this problem by giving word connection material.
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Wang, Jianmei. "Speech Recognition of Oral English Teaching Based on Deep Belief Network." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 100. http://dx.doi.org/10.3991/ijet.v15i10.14041.
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The oral English teaching faces several common problems: the teaching method is very inefficient, and the learners are poor in oral English. The development of computer-aided language learning offers a possible solution to these problems. Based on techniques of speech recognition, cloud computing and deep learning, this paper applies the deep belief network (DBN) to recognize the speeches in oral English teaching, and establishes a multi-parameter evaluation model for the pronunciation quality of oral English among college students. The model combines the merits of subjective and objective evaluations, and assesses the pronunciation from four aspects: pitch, speech rate, rhythm and intonation. Finally, the proposed model was verified through speech recognition and pronunciation evaluation experiments on 26 non-English majors from a college. The results show that the proposed evaluation model output credible results, which are consistent with those of experts, as evidenced by consistency, neighbourhood consistency and Pearson correlation coefficient. The research provides a feasible way to evaluate the oral English proficiency of learners, laying the basis for improving the teaching and learning efficiency of oral English.
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Aksakallı, Canan, and Oktay Yağız. "The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation." GIST – Education and Learning Research Journal 20 (June 11, 2020): 7–31. http://dx.doi.org/10.26817/16925777.712.
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This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term, the researcher provided EFL pre-service teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. Pre- and post-tests were used to measure to what extent language learners improved their pronunciation in English using a reading passage and participants’ performances were recorded through a tape recorder. The administration of the inventory took place at the end of the semester and the participants were asked to read and respond the whole inventory in 15 minutes. After completing data collection process, two native speakers of English as the raters of the study rated all the participants’ pre-test and post-test performances one by one. A pronunciation rubric which involves 5 categories including vowels, consonants, intonation, word-stress and comprehensibility was used in order to assess learners’ performances. The results revealed that the participants had generally positive attitudes toward pronunciation. Similarly, it was found that pronunciation instruction improved the participants’ pronunciation at the segmental and suprasegmental levels as well as their comprehensibility.
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Gu, Jiahui. "Blended Oral English Teaching Based on Core Competence Training Model." Mobile Information Systems 2022 (January 4, 2022): 1–9. http://dx.doi.org/10.1155/2022/2226544.
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The traditional mixed oral English teaching model has many obvious shortcomings, such as the inability to correct the students’ oral pronunciation errors and feed them back in time, which leads to the slow improvement of students’ English learning level. For this reason, this paper proposes a guided teaching model based on core literacy. According to the structure of the oral English mixed teaching model, determine the application plan of the oral English mixed teaching model, design the development environment, obtain the corpus, design the oral training model, extract the oral features, identify the wrong pronunciation and correct it in time, clarify the evaluation purpose, obtain preliminary evaluation indicators, reduce evaluation indicators and determine indicator weights, obtain indicator feature information, generate fuzzy rules, obtain fuzzy matrices, achieve quantitative evaluation, and synthesize all evaluation scores to construct a result vector matrix to realize the study of mixed spoken language teaching mode. Research shows that the mixed teaching method is effective and feasible and can effectively improve the accuracy of the evaluation results of the mixed oral English teaching model.
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Ameri, Amirhamid Forough. "Nonnative Teachers’ and Observers’ Evaluation of Teachers’ Teaching Quality: Perceptual Convergences and Divergences in Postobservation Conferences." Education Research International 2022 (January 29, 2022): 1–10. http://dx.doi.org/10.1155/2022/3701578.
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One of the major purposes of observation is the improvement of instruction. In fact, observers evaluate teachers’ teaching quality and negotiate their critical comments with teachers in postobservation conferences. This paper was an attempt to investigate and compare Iranian EFL teachers’ and observers’ evaluations of teachers’ teaching quality. Specifically, we attempted to figure out any possible perceptual matches and/or mismatches between teachers and observers concerning teachers’ teaching quality. To this end, postobservation conferences between three Iranian EFL observers (one female and two male) and 11 Iranian EFL teachers who worked at a language institute in Iran were audio-recorded, transcribed, and analyzed. Our findings indicated that two major themes were recurrent vis-à-vis observers’ evaluations; that is, their evaluations were mainly based on the specific teaching methodology of the institute as well as teachers’ and learners’ pronunciation and intonation. Three perceptual matches were found: teachers’ agreement with the observers’ comments regarding teaching methodology, pronunciation and stress patterns, as well as teachers’ general information. Furthermore, three major perceptual mismatches were found when teachers disagreed with the observers’ comments regarding teaching methodology, pronunciation and stress patterns, and teachers’ time management. Finally, our findings indicated that most of such perceptual mismatches were resolved through the dialogic interaction that occurred between the observers and teachers. A practical implication is that holding such postobservation conferences is of utmost importance as they might be mutually beneficial for both observers and teachers.
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Ma, Lina, and Yanjie Lei. "Optimization of Computer Aided English Pronunciation Teaching System Based on Speech Signal Processing Technology." Computer-Aided Design and Applications 18, S3 (October 20, 2020): 129–40. http://dx.doi.org/10.14733/cadaps.2021.s3.129-140.
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After the development of speech signal processing technology has matured, various language learning tools have begun to emerge. The speech signal processing technology has many functions, such as standard tape reading, making audio aids, synthesizing speech, and performing speech evaluation. Therefore, the adoption of speech signal processing technology in English pronunciation teaching can meet different teaching needs. Voice signal processing technology can present teaching information in different forms, and promote multi-form communication between teachers and students, and between students and students. This will help stimulate students' interest in learning English and improve the overall teaching level of English pronunciation. This research first investigates and studies the current level of English pronunciation mastery. After combining the relevant principles of speech signal processing technology, it puts forward the areas that need to be optimized in the design of the English pronunciation teaching system. Through the demand analysis and function analysis of the system, this research uses speech signal processing technology to extract the characteristics of the speech signal---Mel Frequency Cepstrum Coefficient (MFCC), The system's speech signal preprocessing, speech signal feature extraction and dynamic time warping (DTW) recognition algorithms are optimized. At the same time, this research combines multimedia teaching resources such as text, pronunciation video and excellent courses to study the realization process of each function of the system.
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Liu, Xiaowei. "Research on Network Oral English Teaching System Based on Machine Learning." Security and Communication Networks 2022 (March 10, 2022): 1–8. http://dx.doi.org/10.1155/2022/3198565.
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With the development of computer science and technology and the advancement of language teaching and learning methods, computer-assisted language learning technology has made it possible to solve this problem. In the area of oral learning, some computer-assisted language learning systems at home and abroad mainly focus on the learning of words and grammar and only have one or two evaluation indicators as the basis of evaluation, which have certain functional defects and can only give an overall rating to learners’ pronunciation. To address these problems, this paper takes the English speech of Chinese college students as the research object and improves the traditional computerized English pronunciation quality evaluation method by considering multiplicative evaluation indexes, such as pitch, speed, rhythm, and intonation; i.e., pitch evaluation is based on frequency central feature parameters, speech speed evaluation based on speech duration, rhythm evaluation. The method of pitch, speed, rhythm, and intonation evaluation has been experimentally verified to be reliable. Furthermore, considering the weight of the above multiplicative evaluation indexes.
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Zhao, Hongxin. "Construction of Multimedia-Assisted English Teaching Mode in Big Data Network Environment." Wireless Communications and Mobile Computing 2021 (September 14, 2021): 1–10. http://dx.doi.org/10.1155/2021/1609187.
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Oral English teaching is the weakest link in multimedia English teaching at this stage. English teachers are constantly exploring effective approaches to improve oral English Teaching in their own educational practice. The big data multimedia English teaching mode conforms to embark on the historical stage. Firstly, this paper constructs the big data architecture of English teaching model mining and divides the construction of the teaching model into three parts: data mining, teaching model evaluation, and improvement optimization. Data mining uses the advanced DBN network to send data into the DBN-DELM network, which significantly improves the accuracy of the multimedia assisted English construction model. The simulation results show that teaching mode construction based on big data can effectively improve students’ interest in English learning; attitude; and oral English level including pronunciation, pronunciation and intonation, dialogue and communication, and oral expression and improve students’ group cooperation and communication ability, autonomous learning ability, evaluation consciousness, and ability.
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Kranjec, Katja. "Speaking Subskills in EFL Coursebooks." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 113–33. http://dx.doi.org/10.4312/vestnik.12.113-133.
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The primary goal of most EFL students is to achieve fluency in the target language and become autonomous speakers who can react naturally in most situations. To achieve this, mastery of speaking subskills is crucial. The paper aims to identify how well specific subskills, i.e. negotiation of meaning and agenda management, are represented and developed in EFL coursebooks. Twenty coursebooks approved by the Slovene Ministry of Education, Science and Sport for 3rd and 4th year grammar school students are reviewed.
The number of all recorded subskills in the reviewed coursebooks suggests that less than a third are covered in each coursebook. Skills in negotiation of meaning are better represented than skills in agenda management in terms of the number of occurrences, the location within the unit and variety of skills. However, there are no significant differences among the remaining teaching elements. The study also indicates that most activities do not contain practice of meaning/form and pronunciation of target phrases. Although communicative activities are mostly present, they lack authenticity and are thus not sufficiently motivating for the target group.
The results of the study can serve as a recommendation for secondary school teachers as to the type of speaking subskills, their presence in English coursebooks as well as the detail with which they are covered. Practical teaching advice is given on how the lack of variety in the selected subskills, as well as the quality of related activities can be resolved.
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Kuznetsov, Andrei, Anton Lamtev, Iurii Lezhenin, Artem Zhuikov, Mikhail Maltsev, Elena Boitsova, Natalia Bogach, and Evgeny Pyshkin. "Cross-Platform Mobile CALL Environment for Pronunciation Teaching and Learning." SHS Web of Conferences 77 (2020): 01005. http://dx.doi.org/10.1051/shsconf/20207701005.
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Mobile technologies promote computer-assisted language learning (CALL) while mobile applications, being learner-oriented by design, provide a powerful founding to build individual self-paced environments for language study. Mobile CALL (MALL) tools are able to offer new educational contexts and fix, at least, partially, the problems of previous generations of CALL software. Nonetheless, mobile technologies alone are not able to respond to CALL challenges without cooperation and interaction with language theory and pedagogy. To facilitate and formalize this interaction several criteria sets for CALL software has been worked out in recent years. That is why an approach based on using mobile devices is a natural way to transfer the learning process from teaching-centered classroom to a process, which is oriented to individual learners and groups of learners with better emphasis on supporting individual learning styles, user collaboration and different teaching strategies. Pronunciation teaching technology in one of areas, where the automated speech processing algorithms and corresponding software meet the problems of practical phonology. Computer-assisted prosody teaching (CAPT), a sub-domain of CALL, is a relatively new topic of interest for computer scientists and software developers. Present-day advancement of mobile CAPT tools is supported by evolutionary processes in the theory of language learning and teaching. This paper explores language–technology relations using a case of StudyIntonation – a cross-platform multi-functional mobile CAPT tool based on a digital processing core for speech processing, visualization and estimation developed by the authors. We particularly address the problems of developing CAPT evaluation frameworks. To define the problematic points of the project and understand the directions for future work, we discuss an approach to formalized evaluation using a set of CAPT-specific criteria drawing attention to such evaluation factors as general descriptive information, instructional purposes, functionality, usability, and presentation.
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Derwing, Tracey M., and Murray J. Munro. "Symposium – Accentuating the Positive: Directions in Pronunciation Research." Language Teaching 43, no. 3 (June 10, 2010): 366–68. http://dx.doi.org/10.1017/s026144481000008x.
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Held at the Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics Conference, Ottawa, Canada; 27 May 2009.Over the past few decades perspectives on second language (L2) pronunciation have evolved from pessimistic appraisals of the capabilities of L2 learners and doubts about the value of instruction to a view of pronunciation teaching as an effective and important part of language pedagogy. Earlier research on the teaching of pronunciation dwelt extensively on the identification of learners' errors (mainly consonants and vowels) through comparative analyses. Until recently, little had been established about the effectiveness of pronunciation teaching, and pedagogical techniques were based more on speculation and theoretical notions than on empirically well-justified principles. More recent work addresses a broader range of issues relating not only to L2 phonological acquisition, but to the social implications of speaking with an accent and engaging with interlocutors, both native and non-native speakers of the L2. Among these are the relationship between accent and intelligibility, cognitive processes underlying phonological learning, the evaluation of L2 speech using impressionistic and acoustic techniques, prosodic influences on perception of accented speech, the role of ethnic affiliation and identity in L2 speakers' oral production, and the identification of misguided applications of knowledge about pronunciation by businesses and governments. These lines of work, along with empirical investigations of pronunciation instruction, engender a more sophisticated view of L2 phonological learning and teaching. Though further research remains to be done, important achievements have been made in identifying reasonable, achievable goals in the pronunciation classroom, establishing appropriate instructional foci, and evaluating outcomes. The presenters in this colloquium highlighted the major achievements of recent years and identified some of the important problems that remain.
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Levis, John. "Changes in L2 pronunciation." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (November 25, 2020): 277–82. http://dx.doi.org/10.1075/jslp.20054.lev.
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Abstract This special issue revisits an extraordinarily influential paper for L2 pronunciation research and teaching (Munro & Derwing, 1995) by looking again at the original paper with new eyes and new analyses. The special issue also includes invited papers addressing current approaches based on the three key constructs in Munro and Derwing (1995): Intelligibility, comprehensibility, and accentedness. Papers in the issue include a reconsideration of the Intelligibility and Nativeness principles from Levis (2005), applications of the constructs to L2 Spanish (Nagle & Huensch), a consideration of how everyday L2 use affects comprehensibility (Zielinski & Pryor), long-term effects of intensive instruction (French, Gagné & Collins), influences on listener reaction to L2 speech (Isaacs & Thomson), empirical evidence for the dynamic nature of comprehensibility (Trofimovich et al.), a study on ELF intelligibility and functional load considerations (Thir), the relationship between comprehensibility and social evaluation of speech (Vaughn & Whitty), and one book review.
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Poejilestari, Noening. "IMPROVING THE STUDENTS’ PRONUNCIATION SKILL THROUGH CHORAL DRILL TECHNIQUE." Journal of English Language and Literature (JELL) 2, no. 02 (August 22, 2018): 69–82. http://dx.doi.org/10.37110/jell.v2i02.27.
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The aim of this research is to solve the English pronunciation problem. Besides, this research is also to know the effectiveness of using choral drill technique in teaching pronunciation. The research is conducted at SMK Karya Bahana Mandiri Bekasi, in semester two of academic year 2011/2012. Data needed is obtain from direct and indirect observation and collaboration. In the direct observation, the data is from field observation. In the indirect one, the data is from the test result. Meanwhile in collaboration, the collaborator informs teaching and learning process through choral drill technique. Based on the data collected it is found that some students are active in pronunciation practice through choral drill technique. Further, the students have more desire and motivation to improve their pronunciation skill. Looking up the evaluation table, the pronunciation from twenty one students in three cycles can be explained; in the first cycle, there are only three students (15%) who achieve the standard of minimum score. In the second cycle, there are nine students (45%) who achieved the standard minimum score. While in the third cycle, all of them (100%) can achieve the standard minimum score. Furthermore, the writer concludes that the use of choral drill technique can be one of the appropriate approach to teach English pronunciation for the students
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Piotr J. Malinowski. "EVALUATION OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ENGLISH COURSEBOOKS." Neofilolog, no. 53/2 (December 30, 2019): 329–45. http://dx.doi.org/10.14746/n.2019.53.2.12.
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The aim of the article is to present an analysis of the assessment of the use of information and communication technology (ICT) in conventional textbooks for teaching English. After presenting the theoretical framework of the new core curriculum in terms of autonomy and ICT application, the study describes the way in which ICT tools are integrated or ignored in current English textbooks. The study covered textbooks used in the seventh grade of primary school. Six of the eight (one per publisher) textbooks available on the market were selected for this purpose. Qualitative research comprised a thorough evaluation of tasks which comprised explicit references to ICT. The quality of the analysed didactic materials was determined by the potential level of supporting students’ autonomy by using the coursebook tasks in question, measured through a specially designed Likert scale. The conclusions served to propose changes and improvements to these textbooks.
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Talebzadeh, Hossein, and Leila Gholami. "The Relationship between English Pronunciation Self-Concept and English Learning." International Letters of Social and Humanistic Sciences 60 (September 2015): 54–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.54.
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English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments
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Jiao, Fengming, Jiao Song, Xin Zhao, Ping Zhao, and Ru Wang. "A Spoken English Teaching System Based on Speech Recognition and Machine Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 68. http://dx.doi.org/10.3991/ijet.v16i14.24049.
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The learning model and environment are two major constraints on spoken English learning by Chinese learners. The maturity of computer-aided language learning brings a new opportunity to spoken English learners. Based on speech recognition and machine learning, this paper designs a spoken English teaching system, and determines the overall architecture and functional modules of the system according to the system’s functional demand. Specifically, MATLAB was adopted to realize speech recognition, and generate a speech recognition module. Combined with machine learning algorithm, a deep belief network (DBN)-support vector machine (SVM) model was proposed to classify and detect the errors in pronunciation; the module also scores the quality and corrects the errors in pronunciation. This model was extended to a speech evaluation module was created. Next, several experiments were carried out to test multiple attributes of the system, including the accuracy of pronunciation classification and error detection, recognition rates of different environments and vocabularies, and the real-timeliness of recognition. The results show that our system achieved good performance, realized the preset design goals, and satisfied the user demand. This research provides an important theoretical and practical reference to transforming English teaching method, and improving the spoken English of learners.
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Yu, Kyung-ah. "The Effectiveness of Communication-Oriented Pronunciation Instruction and Students' Perception." Korean Association of General Education 15, no. 3 (June 30, 2021): 253–65. http://dx.doi.org/10.46392/kjge.2021.15.3.253.
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The purpose of this study is intended to empirically examine whether or not communication-oriented pronunciation teaching affects the English segmental and suprasegmental pronunciation improvements of Korean college learners, as well as their English speaking ability. The students who participated in this study were 26 college students, all of whom were taking an English pronunciation clinic course at a local university. Three types of pre and post-tests were conducted to find out how communication-oriented pronunciation teaching influenced the learners’ pronunciation. Namely, tests of consonant and vowel sound recognition, reading aloud tests, and picture description tests.<br/>First, a total of 40 questions were given as pre-and post-pronunciation recognition evaluations to find out how accurately the students perceived the sounds of consonants and vowels. In addition, the students’ voices were recorded as they read dialogue readings both before and after the evaluation, in order to examine the degree of improvement of the segmental and suprasegmental features. Finally, the students were asked to describe certain pictures before and after the course to see if there were any beneficial effects regarding their pronunciation of English.<br/>The findings showed that communication-oriented activities led to significant improvements, but only on the consonant recognition tests, not on the tests with vowels. The results from the reading aloud tests also demonstrated that the communication-oriented activities helped students to improve suprasegmental elements, such as stress, intonation, and rhythm. Moreover, there was a significant improvement in the speaking ability of the students, from which I can infer that communication-oriented activities have a positive effect on improving the students’ suprasegmentals, as well as their speaking ability.
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Baran-Łucarz, Małgorzata. "PODEJŚCIE STUDENTÓW FILOLOGII ANGIELSKIEJ DO REFLEKSJI W NAUCE WYMOWY." Neofilolog 1, no. 42/1 (September 4, 2019): 9–23. http://dx.doi.org/10.14746/n.2014.42.1.2.
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This paper aims to report attitudes of extramural students of the Department of English Studies, University of Wrocław, towards reflection which was introduced into a course of phonetics and into individual practice of pronunciation at home. The article opens with a brief presentation of the concept of reflection, a discussion of its importance in teaching foreign languages (FLs) and an overview of studies on the use of reflection in FL pronunciation teaching. The research design and the techniques used to develop reflection in the students in this study are then described. From the perspective of many learners involved in this research introducing reflection into pronunciation learning had several positive effects: it helped learners set goals and made them aware of effective learning strategies. It also aided them in self-evaluation, in understanding the emotions accompanying the learning of FL pronunciation, and in finding ways of dealing with these. However, it was found that many students were reluctant to have reflection introduced into the learning process. This was mainly due to lack of time and to students’ belief that reflection does not bring any positive results. Finally, the author suggests that the ability to reflect on one’s learning is difficult and dependent on individual predisposition, and that it requires special training.
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Narlu, Gülşah. "Representations of source culture and target one in EFL coursebooks (on the basis of content analysis of “English File”)." Advanced Linguistics, no. 7 (July 9, 2021): 45–58. http://dx.doi.org/10.20535/2617-5339.2021.7.228571.
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As an international language, English has gained more importance in international contexts to convey cultural messages. Hence, being proficient in the English language does not only require learners to be competent in the forms and functions of the language, but they also need to consider sociocultural values. In this regard, it is significant to be aware of the differences and similarities between the source culture and target cultures to build cultural awareness and have intercultural communicative competence. Being one of the most used teaching materials, coursebooks play a crucial role to develop intercultural communicative competence by introducing various cultures. Due to the importance of coursebooks in terms of representation of cultures, this study aims to examine the frequency of appearances of source culture, target culture, and international target cultures in reading texts of “English File Elementary” and “English File Pre-Intermediate” prepared by Latham-Koenig, Oxenden, Lambert, and Seligson (2019) and identify the topics through Byram’s criteria (1993). Employing content analysis method and mixed-methods, the study revealed that the representation of source culture is highly neglected while the target culture is frequently represented in the reading texts. Also, it was concluded that concepts and activities related to social life in various cultures is the most introduced topic in the reading texts. Keywords: intercultural communicative competence; coursebook content analisys; cultural representation; Byram’s criteria for coursebook evaluation; source culture; target culture.
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Bahi, Halima, and Khaled Necibi. "Fuzzy Logic Applied for Pronunciation Assessment." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 1 (January 2020): 60–72. http://dx.doi.org/10.4018/ijcallt.2020010105.
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Pronunciation teaching is an important stage in language learning activities. This article tackles the pronunciation scoring problem where research has demonstrated relatively low human-human and low human-machine agreement rates, which makes teachers skeptical about their relevance. To overcome these limitations, a fuzzy combination of two machines scores is suggested. The experiments were carried in the context of Algerian pupils learning to read Arabic. Although the native language of Algerian pupils is a dialect of Arabic, Modern Standard Arabic remains difficult for them with difficult sounds to master and letters close in their pronunciation. The article presents a fuzzy evaluation system including both oral reading fluency, and intelligibility. The fuzzy system has shown that despite the disparities between human ratings, its scores correspond at least to one of their ratings and most of the time its ratings are in favor of learners. Therefore, fuzzy logic, more favorable than thresholding systems, encourages learners to pursue their training.
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Derwing, Tracey M., and Murray J. Munro. "Putting accent in its place: Rethinking obstacles to communication." Language Teaching 42, no. 4 (December 12, 2008): 476–90. http://dx.doi.org/10.1017/s026144480800551x.
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One of the most salient aspects of speech is accent – either dialectal differences attributable to region or class, or phonological variations resulting from L1 influence on the L2. Our primary concern is with the latter, because of the strong social, psychological, and communicative consequences of speaking with an L2 accent. The decline of audiolingualism led to a concomitant marginalization of pronunciation research and teaching. It was believed that pronunciation instruction could not be effective, in part because of the unrealistic goal of native-like speech in L2 learners, and also because of research findings that suggested that instruction had a negligible impact on oral production. The recent revival of interest in pronunciation research has brought a change of focus away from native-like models toward easy intelligibility. The effects of this change have yet to be fully realized in L2 classrooms. However, many L2 students themselves are keenly interested in pronunciation instruction, a fact not lost on individuals who have recognized a lucrative marketing niche in ‘accent reduction/elimination’ programs that may do more harm than good. Our presentation will relate the core issues of intelligibility, identity, social evaluation, and discrimination to appropriate pronunciation pedagogy for L2 learners.
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Prodanovska-Poposka, Vesna. "A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION." CBU International Conference Proceedings 5 (September 23, 2017): 778–83. http://dx.doi.org/10.12955/cbup.v5.1024.
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Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.
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Khoirurrijal, Khoirurrijal, and Erlina Erlina. "Maharah al-Kalam al-‘Arabiy wa Mukawwanatuha wa Ahdafuha wa Taqwimuha." International Journal of Arabic Language Teaching 1, no. 01 (September 6, 2019): 30. http://dx.doi.org/10.32332/ijalt.v1i01.1605.
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The speaking ability is the important skill of Arabic teaching. The ability of Arabic speech is the skill to perform the voice and expressing something meaningful in the mind of the speaker. This research aims to find out the component, the purpose, and the evaluation of Arabic speech. This is library research. This research found that the components of Arabic speech are pronunciation, vocabulary and grammar. The purpose of Arabic speech skills is the students are able to speak fluently and correctly and performing vocabularies that they learn and including the meanings that can send information to others in the social situation. Evaluation of Arabic speech skills is insist of the integrity of the vocabulary with pronunciation on the condition of the right situation, the validity of using vocabulary that acceptable in the tongue of the Arabs, and the validity of using Arabic stylistics that Arabian used.
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Apsari, Yanuarti, Euis Rina Mulyani, and Ida Lisdawati. "STUDENTS’ ATTITUDES TOWARD IMPLEMENTATION OF PROJECT BASED LEARNING." Journal Of Educational Experts (JEE) 2, no. 2 (August 3, 2019): 123. http://dx.doi.org/10.30740/jee.v2i2p123-128.
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This research is intended to investigate the students’ attitudes toward the implementation of project-based learning. Project based learning is becoming increasingly popular in the pedagogical field. Qualitative research method was employed in this study. The respondents of this study were the fourth grade students who were taking coursebook evaluation subject.. The data of this study was gathered by using questionnaire. Then, the collected data were analysed by qualitative description. Based on the questionnaire data, the result indicates that the respondents have a positive attitude towards the implementation of project based learning. It can be seen from three aspects: affective, behavioral, and cognitive aspects. On affective aspect, the respondents were interested to learn by using project based learning because of several benefits that they get after learning by using project based learning. In addition, on cognitive aspects, the findings showed that all respondents believe that project based learning is effective in teaching coursebok evaluation subject. The last, on the behavior aspect, the data showed that during the implementation of project based learning the respondents likes to share ideas and discuss in their group.
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Ristati, Ristati, I. Nyoman Suparwa, I. Nengah Sudipa, and Ni Made Dhanawaty. "Improving Dayaknese-Speaking Learners’ English Pronunciation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 284. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p08.
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The L1 influence causes difficulties for Dayaknese-speaking leaners (hereinafter referred to as learners) of English in producing English sounds. In English, pronunciation plays important role to understand the communication. The purposes of learning English pronunciation for learners are (1) able to communicate in English clearly and intelligibly, (2) able to get the meaning of information conveyed in real life situations, (3) able to improve self-confidence while communicating oral English, and (4) able to monitor the use of English (able to listen, understand, and produce). The teaching of English subject in Indonesian schools includes four skills, namely listening, speaking, reading, and writing. While linguistic elements, such as vocabulary, grammar, pronunciation, and cultural patterns of discourse are the supporters of these four skills.
This current research aimed to describe the implementation of behaviorism learning method and communicative approach as an attempt to improve English pronunciation for learners. This current research was conducted by means of Research and Development (R & D) design, employing the stages as follows: analysis, design, development, implementation, and evaluation. Testing was done with experiment, which compares the effectiveness between the old (conventional) learning method and the new method (behaviorism learning method with a communicative approach). The indicators of the effectiveness of new method were the speed of the learners’ understanding, the learners’ creativity, and the learners’ learning outcomes. Experiment was carried out by comparing with previous condition and after using a new learning method (before-after) or also called one group pretest-posttest. Based on statistical count, t count = -34.37 and t table = 1.67, the value of t count falls on Ha acceptance area (new learning method was more effective than conventional learning method) or Ha was accepted and Ho was rejected.
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Asif, Amna, Hamid Mukhtar, Fatimah Alqadheeb, Hafiz Farooq Ahmad, and Abdulaziz Alhumam. "An Approach for Pronunciation Classification of Classical Arabic Phonemes Using Deep Learning." Applied Sciences 12, no. 1 (December 27, 2021): 238. http://dx.doi.org/10.3390/app12010238.
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A mispronunciation of Arabic short vowels can change the meaning of a complete sentence. For this reason, both the students and teachers of Classical Arabic (CA) are required extra practice for correcting students’ pronunciation of Arabic short vowels. That makes the teaching and learning task cumbersome for both parties. An intelligent process of students’ evaluation can make learning and teaching easier for both students and teachers. Given that online learning has become a norm these days, modern learning requires assessment by virtual teachers. In our case, the task is about recognizing the exact pronunciation of Arabic alphabets according to the standards. A major challenge in the recognition of precise pronunciation of Arabic alphabets is the correct identification of a large number of short vowels, which cannot be dealt with using traditional statistical audio processing techniques and machine learning models. Therefore, we developed a model that classifies Arabic short vowels using Deep Neural Networks (DNN). The model is constructed from scratch by: (i) collecting a new audio dataset, (ii) developing a neural network architecture, and (iii) optimizing and fine-tuning the developed model through several iterations to achieve high classification accuracy. Given a set of unseen audio samples of uttered short vowels, our proposed model has reached the testing accuracy of 95.77%. We can say that our results can be used by the experts and researchers for building better intelligent learning support systems in Arabic speech processing.
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Bravo, Luis Oswaldo Guadalupe, Marco Antonio Bravo Montenegro, Alberto Fabián Altamirano Pazmiño, Enrique Jesús Guambo Yerovi, Gabriel Isaac Orozco Yanez, Marcelo Eduardo Allauca Peñafiel, and Carla Sofía Arguello Guadalupe. "Manual Didáctico En Braille Para El Aprendizaje De Inglés Básico De Los Estudiantes No Videntes De La Asociación Aprodvich De La Ciudad De Riobamba." European Scientific Journal, ESJ 13, no. 22 (August 31, 2017): 59. http://dx.doi.org/10.19044/esj.2017.v13n22p59.
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The objective of the present research is the elaboration and application of a didactic manual with communicative strategies to develop Basic English for students of the Provincial Association of the Visually Impaired of Chimborazo (APRODVICH). The didactic manual seeks to provide techniques and instruments that support the Teaching Learning process of a second language according to the specific needs of the group under study. It becomes a progressive and systematic teaching instrument consisting of six units that include vocabulary activities, basic structures and use of questions that were applied in the classroom with the accompaniment of the teacher. The research has a quasi-experimental, correlational, descriptive, explanatory, applicative, field and bibliographic design. The technique of direct observation was used with the application of checklists and questionnaires reviewed and endorsed by academic peers that allowed the evaluation of the knowledge acquired in students such as spelling, pronunciation and comprehension. The sample was evaluated in two instances—pre and post—and the results were tabulated, analyzed, interpreted and contrasted which determined the progress and significant development in pronunciation, use of the verb structure To-Be and whquestions of the English language in blind students.
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Jakobson, Liivi. "Holistic perspective on Feedback for adult beginners in an online course of Swedish." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 51–71. http://dx.doi.org/10.17011/apples/urn.201512174094.
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Although several inquiries highlight the importance of feedback in language teaching and learning, there is a need for knowledge concerning a holistic perspective on feedback in the empirical context of written feedback for L2 adult beginners. The study reported here provides additional evidence about teachers’ actual feedback and student attitudes to feedback. The unit of analysis addresses a new context, namely Swedish as a second language, in an online course for adult beginners. The study included ten male and female university-level students with different cultural backgrounds. The purpose was to analyze several previously scientifically tested feedback categories for writing, which were conceptually replicated in the present study, as well as to additionally explore a new category for feedback on pronunciation in the same context. To establish causality, this study used attribution theory. The findings revealed top rankings for language accuracy and pronunciation in students’ evaluation. The teacher gave the most feedback on language accuracy. These results provide support for the importance of feedback on language accuracy which supports the empirical results of other inquiries. Furthermore, the study’s explorative findings support the need for further investigations on feedback on pronunciation. A proposition for future research is that more holistic type studies be conducted, including different categories and proficiency levels.
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Gao, Zhiyan, and Steven Weinberger. "Which Phonetic Features Should Pronunciation Instructions Focus on? An Evaluation on the Accentedness of Segmental/Syllable Errors in L2 Speech." Research in Language 16, no. 2 (June 30, 2018): 135–54. http://dx.doi.org/10.2478/rela-2018-0012.
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Many English language instructors are reluctant to incorporate pronunciation instruction into their teaching curriculum (Thomson 2014). One reason for such reluctance is that L2 pronunciation errors are numerous, and there is not enough time for teachers to address all of them (Munro and Derwing 2006; Thomson 2014). The current study aims to help language teachers set priorities for their instruction by identifying the segmental and structural aspects of pronunciation that are most foreign-accented to native speakers of American English. The current study employed a perception experiment. 100 speech samples selected from the Speech Accent Archive (Weinberger 2016) were presented to 110 native American English listeners who listened to and rated the foreign accentedness of each sample on a 9-point rating scale. 20 of these samples portray no segmental or syllable structure L2 errors. The other 80 samples contain a single consonant, vowel, or syllable structure L2 error. The backgrounds of the speakers of these samples came from 52 different native languages. Global prosody of each sample was controlled for by comparing its F0 contour and duration to a native English sample using the Dynamic Time Warping method (Giorgino 2009). The results show that 1) L2 consonant errors in general are judged to be more accented than vowel or syllable structure errors; 2) phonological environment affects accent perception, 3) occurrences of non-English consonants always lead to higher accentedness ratings; 4) among L2 syllable errors, vowel epenthesis is judged to be as accented as consonant substitutions, while deletion is judged to be less accented or not accented at all. The current study, therefore, recommends that language instructors attend to consonant errors in L2 speech while taking into consideration their respective phonological environments.
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Handayani, Sri, Bambang Suwarno, and I. Wayan Dharmayana. "EVALUATION OF INDONESIAN ENGLISH TEXTBOOK FOR THE NINTH GRADERS OF JUNIOR HIGH SCHOOL “THINK GLOBALLY ACT LOCALLY” FROM EFL TEACHERS’ PERSPECTIVES." JOALL (Journal of Applied Linguistics & Literature) 1, no. 1 (February 4, 2018): 11–32. http://dx.doi.org/10.33369/joall.v3i2.6821.
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The purpose of the study was to investigate the EFL teachers’ perceptions concerning the textbook of “Think Globally Act Locally” on these criteria: (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary material, (3) learning- teaching content, (4) language skills and aspects. Thirty two EFL teachers of junior high school participated in this study. The instrument consisted of questionnaire and interview. Results indicated that in physical and utilitarian attributes, this textbook was perceived as ‘Good’, in efficient outlay and supplementary materials was perceived as ‘Fair’, in learning-teaching content was perceived as ‘Fair’, and in language skills and aspects was perceived as ‘Fair’. Overall, this textbook was perceived as ‘Fair’. It still needs improvement in several aspects. The illustrations should be more natural. The mistakes in this textbook should be corrected. Teaching aids like audio materials (cassette/CD), posters, and flashcards, need to accompany this textbook. The exercises should be varied. New word list and glossary should be provided to support vocabulary building and reading skill. Finally, authentic audio material like cassette/CD and phonetic transcriptions for each new word should be available for listening and pronunciation practice.
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Awaludin, Rizza Faesal. "Taqwīmu Ta’līm Al-Lughah Al-‘Arabiyyah ‘inda Imām Zarkasyi wa Imām Syubbāni fī Kitāb Al-Tamrīnāt." Aphorisme: Journal of Arabic Language, Literature, and Education 1, no. 2 (July 25, 2020): 149–62. http://dx.doi.org/10.37680/aphorisme.v1i2.446.
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The evaluation book has been made a lot during this time, and one of the books that is carried out in the evaluation in teaching Arabic is the book “At Tamrinaat” as an application of the book “Durūsul Lughah Al Arabiyyah” written by KH. Imam Zarkasyi and Imam Syubani. Teaching Arabic in the words of KH. Imam Zarkasyi and Imam Syubani is in the book "At Tamrinaat". This research is a desk study on the idea of KH. Imam Zarkasyi and Imam Syubani in teaching the Arabic language which is visualized in the book " At Tamrinaat ". To collect data, the researcher used the curriculum of written documents, which means requesting data on things and the variable in the forms of writing, text, books, and the newspaper. Comprehensive descriptive document research was used to analyze the data. The result of this research is that the evaluation of materials in this book used the direct method, by presenting first the example and then taking the result. The goals of this book for learners in teaching the Arabic language are to have a comprehensive ability to speak the Arabic language with the best pronunciation, soundness of rules, and a good understanding and perception therein. With this method of evaluation, which depends on the foundations of continuity, it gives a great experience to learners, as it improves their understanding of the Arabic language.
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Zhang, Yang Rui, Guang Huo, Jian Feng Wu, Jun Bo Yang, and Chen Pang. "An Interactive Oral Training Platform Based on Kinect for EFL Learning." Applied Mechanics and Materials 704 (December 2014): 419–23. http://dx.doi.org/10.4028/www.scientific.net/amm.704.419.
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Nowadays, the emphasis of domestic oral English teaching is on grammar and pronunciation. Although many achievements have been made and theories have been established in this field, there are still some deficiencies in such traditional methodologies. Because of the lack of corresponding technologies and practices, few explorations have been made in how to make communication more effective and accurate by both verbal and nonverbal means such as facial expressions and gestures. It is not difficult to understand why the Chinese learners give native speakers the expression that they are dull and uninterested. For the aforementioned problems, in this paper, characterizing a combination of the latest biometric technology (recognition of voices, facial expressions and body movements) and Kinect, an interactive oral English training platform is designed. This platform targets training students' not only verbal but also nonverbal language abilities including pronunciation, intonation, especially facial expressions, body languages. With the evaluation of the practical application of the platform, it proves to be an effective way of improving their overall oral English abilities.
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Unsiah, Frida, Putu Dian Danayanti Degeng, and Irene Nany Kusumawardani. "A Video For Teaching English Tenses." JELE (Journal of English Language and Education) 2, no. 2 (December 20, 2016): 96. http://dx.doi.org/10.26486/jele.v2i2.224.
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AbstractStudents of English Language Education Program in Faculty of Cultural Studies Universitas Brawijaya ideally master Grammar before taking the degree of Sarjana Pendidikan. However, the fact shows that they are still weak in Grammar especially tenses. Therefore, the researchers initiate to develop a video as a media to teach tenses. Objectively, by using video, students get better understanding on tenses so that they can communicate using English accurately and contextually. To develop the video, the researchers used ADDIE model (Analysis, Design, Development, Implementation, Evaluation). First, the researchers analyzed the students’ learning need to determine the product that would be developed, in this case was a movie about English tenses. Then, the researchers developed a video as the product. The product then was validated by media expert who validated attractiveness, typography, audio, image, and usefulness and content expert and validated by a content expert who validated the language aspects and tenses of English used by the actors in the video dealing with the grammar content, pronunciation, and fluency performed by the actors. The result of validation shows that the video developed was considered good. Theoretically, it is appropriate to be used English Grammar classes. However, the media expert suggests that it still needs some improvement for the next development especially dealing with the synchronization between lips movement and sound on the scenes while the content expert suggests that the Grammar content of the video should focus on one tense only to provide more detailed concept of the tense.
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Geraghty, Barbara, and Ann Marcus Quinn. "An evaluation of independent learning of the Japanese hiragana system using an interactive CD." ReCALL 21, no. 2 (May 2009): 227–40. http://dx.doi.org/10.1017/s0958344009000226.
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AbstractAs Japanese uses three writing systems (hiragana, katakana, and the ideograms known as kanji), and as materials in the target language include all three, it is a major challenge to learn to read and write quickly. This paper focuses on interactive multi-media methods of teaching Japanese reading which foster learner autonomy.As little has been published on interactive multi-media methods of teaching Japanese reading, it seems likely that traditional resources are generally used for this activity. The courseware includes sound files showing the pronunciation of each kana as well as simultaneous animation showing how to write each character. This paper investigates whether interactive courseware, used independently of classroom interaction, results in measurably greater recognition of the hiragana syllabary than more traditional methods. After briefly situating the study in the context of research on the teaching of Japanese reading and learner autonomy, the paper will present the courseware as well as an empirical study comparing the results of the use of the courseware by learners at beginners’ level: one group using the courseware, and the other using paper-based materials. This is followed by an account of learner diaries written by zero-beginner level learners of Japanese using the courseware.The study indicates that acquisition of a recognition-level knowledge of hiragana is approximately twice as fast using the courseware as using paper-based materials. Learners also learned to write the hiragana without explicit instruction.
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Liu, Hui. "College Oral English Teaching Reform Driven by Big Data and Deep Neural Network Technology." Wireless Communications and Mobile Computing 2021 (September 15, 2021): 1–8. http://dx.doi.org/10.1155/2021/8389469.
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The ultimate goal of English teaching is to cultivate the students’ ability to communicate information in English, master good language learning methods, and become independent language learners and users. Therefore, successful English language teaching needs to be achieved through language communication training between teachers and students and between students. This article investigates the importance of promoting the reform of oral English teaching in China’s English teaching environment. We believe that to promote the reform of oral English teaching, an oral teaching environment must be available. However, the current common problem in oral English teaching in colleges and universities is that the spoken conversation objects are not standard enough, or there is no person who can talk to. Therefore, an intelligent spoken dialogue system based on big data and neural network technology is particularly important, and the quality of dialogue depends on accurate spoken speech evaluation. We first extracted six features of pronunciation quality, fluency, content richness, topic relevance, grammar, and vocabulary richness. Secondly, we propose an evaluation model that connects specific TDNN layers in a feedforward manner, using the feature representation of target words in different TDNN layers, which can obtain richer context information and greatly reduce the amount of model parameters. Finally, we conducted a simulation experiment. The experimental results show that the proposed model is accurate in evaluating spoken English and can effectively assist the reform of spoken English teaching in colleges and universities, and its performance is better than SVM by 9.2%.
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Tase, Terezinha Hideco, Ellen Regina Sevilla Quadrado, and Daisy Maria Rizatto Tronchin. "Evaluation of the risk of misidentification of women in a public maternity hospital." Revista Brasileira de Enfermagem 71, no. 1 (February 2018): 120–25. http://dx.doi.org/10.1590/0034-7167-2017-0134.
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ABSTRACT Objective: To determine the frequency of similar names and hospital records of women in a public teaching maternity hospital and the risk of misidentification resulting from the similarity in spelling and pronunciation of the names and in records. Method: Quantitative, documental and case study of 5,975 admissions that occurred between 2011 and 2014. The data name, admission and discharge date, date of birth, hospital record and bed number were collected from an electronic information system. Analysis encompassed descriptive statistics and design of an algorithm for comparison of text and sound. Results: Examination of the names revealed that 86% of the misidentification cases resulted from identical surnames and 96.5% from a sound similarity in the first names. There were patients with identical first and last names at least one day a week. Conclusion: The risk of misidentification of patients is a reality, which stresses the importance of checking and pronouncing the complete names correctly.