Presentation

Automatic Speech Recognition as a Pronunciation Teaching Resource: In-Service Teachers’ Perceptions

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Abstract

Digital technologies may aid pronunciation teaching, especiallyAutomatic Speech Recognition (ASR). This study sought to explore theaffordances of ASR for pronunciation teaching from the perspective ofin-service English teachers and investigate teachers’ appraisal of ASR-basedpronunciation activities designed to be implemented in second language Englishclasses. To achieve these objectives, this research followed a mixed-methodapproach.  An online workshop session wasdelivered to two different groups of participants in order to gatherparticipants’ perceptions of ASR technology for pronunciation teaching. Inaddition, seven ASR-based pronunciation activities were made available fortheir appraisal. A total of twelve teachers participated in this study. Data from an onlinebackground questionnaire and an online survey were analyzed quantitatively. Thetranscriptions of the workshop session recordings and the saved chat logs wereanalyzed qualitatively. The overall perceptions of the participant-teachersindicate that ASR can 1) be used as a tool for self-studying; 2) help encouragelearners to produce more output outside the classroom; 3) provide students withrelevant orthographic feedback; 4) be used as an out of class supplement; and5) be an adequate auxiliary resource for pronunciation teaching in regularclasses, especially, in a hybrid environment.

Keywords: L2 pronunciation teaching, automatic speech recognition, teacher cognition

How to Cite:

Gottardi, W. & Silveira, R. (2024).  Automatic Speech Recognition as a Pronunciation Teaching Resource: In-Service Teachers’ Perceptions. In D. J. Olson, J. L. Sturm, O. Dmitrieva, & J. M. Levis (eds), Proceedings of 14th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-15). Purdue University, September 2023. https://doi.org/10.31274/psllt.17567