Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills

• Published in: IAFOR journal of education Vol. 12; no. 2; pp. 107 - 126
• Main Author: Dennis, Nutprapha K.
• Format: Journal Article
• Language: English
• Published: The International Academic Forum 30.08.2024
• Subjects: ai-powered speech recognition technology; efl; english pronunciation; english speaking skills; pre-test/post-test design; survey questionnaire
• ISSN: 2187-0594; 2187-0594
• DOI: 10.22492/ije.12.2.05

This study aimed to investigate the impact of AI-powered Speech Recognition Technology (AI-SRT) in improving English pronunciation and speaking skills among EFL learners. Additionally, it explored the opinions and responses of EFL learners towards the use of this technology for pronunciation and speaking skill enhancement. The research employed a pre-test/post-test design and a survey questionnaire with a multiple-choice rating scale and open-ended questions. The study included a sample of EFL learners who received instruction and practice using an AI-SRT program over a designated period. Data were collected through pre-test and post-test assessments to measure changes in pronunciation and speaking skills. A survey questionnaire was administered to gather participants’ opinions and responses regarding the program’s effectiveness and their overall experience. The data were analyzed using descriptive statistics to examine the central tendency, variability and distribution of pre-test and post-test scores. Comparative analysis was conducted using paired t-tests to determine the significance of the improvement in pronunciation and speaking skills. Qualitative data from the survey questionnaire were analyzed thematically to identify recurring themes and patterns in participants’ opinions. The findings of this study contribute to the understanding of the impact of AI-powered speech recognition technology on EFL learners’ pronunciation and speaking skills. The results reveal the effectiveness of such technology and provide valuable insights into learners’ perceptions and experiences. This research has implications for language educators, curriculum designers, and developers of educational technology in designing effective pronunciation and speaking skill enhancement tools for EFL learners.