The Effectiveness of using speech recognition technology on the third grade EFL students' performance in pronunciation

Other Title(s)

أثر استخدام تكنولوجيا التعرف على الكلام على أداء طلبة الصف الثالث في النطق

Dissertant

Ulaymat, Amal Khalil

Thesis advisor

Abu Suaylik, Ali Farhan

Comitee Members

Abu al-Shar, Awatif Mazal
al-Abd al-Haqq, Fawwaz

University

Al albayt University

Faculty

Faculty of Educational Sciences

Department

Department of Curricula and Instruction

University Country

Jordan

Degree

Master

Degree Date

2013

English Abstract

This study aimed to explore the effect of using speech recognition technology on the third grade EFL students' performance in pronunciation.

It also aimed to investigate whether teaching pronunciation through speech recognition technology is better than regular instruction.

Moreover, it examined the most effective teaching technique (individual work, pair work, or group work) in teaching pronunciation through speech recognition technology.

To achieve its objectives, the study attempted to answer the following three research questions.

First, are there any statistically significant differences between the mean scores of the experimental and control groups on students' performance in English pronunciation attributed to the method of teaching (speech recognition technology vs.

regular instruction)? Second, are there any statistically significant differences between the mean scores of the experimental group attributed to the teaching technique (individual work, pair work, and group work) due to using speech recognition technology in teaching English pronunciation on students' performance in pronunciation? Third, does the level (word, sentence, and real- life dialogue) correlate with the experimental group students’ performance on the pronunciation post-test? Sixty-four 3rd grade male and female students in the second semester of the scholastic year 2012/2013 at Al-Abrar Basic Mixed School were selected as the study sample.

They were randomly assigned into four groups, three experimental and one control.

The three experimental groups were taught using speech recognition technology method.

They used Tell Me More Performance English program to practice pronunciation.

The control group was taught using regular instruction by the same teacher.

A pre-post test to measure students’ performance in pronunciation was administered to all students who participated in the study.

Its validity and reliability were verified.

Relevant statistical analyses related to means, standard deviations, and one-way ANOVA test were used. The findings of the study showed that there were statistically significant differences between the mean scores of the control (regular instruction) and the experimental (speech recognition technology) groups in favor of the experimental group.

Furthermore, the findings revealed that there was a significant difference in the mean scores of individual work, pair work, and group work technique, in favor of the individual work technique.

The findings also revealed that there was no significant correlation between the level (word, sentence, and real-life dialogue), and the experimental group students’ performance on the pronunciation post-test.

However, students performed better at the dialogue level than at the word, and sentence levels.

Finally, a number of related recommendations were presented to the Ministry of Education, teachers, and researchers.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Second language learning
• English language

No. of Pages

81

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-416286