Effects of the ASR-embedded Dictionary App Use on College Students in EFL Pronunciation Class

• Published in: Journal of Research in Curriculum Instruction Vol. 22; no. 6; pp. 400 - 413
• Main Author: Hyun Il Sun
• Format: Journal Article
• Language: English
• Published: 교과교육연구소 01.12.2018
• Subjects: 교육학
• ISSN: 1975-3217; 2671-8324
• DOI: 10.24231/rici.2018.22.6.400

This study explored the effects of the use of ASR-embedded dictionary app in providing corrective feedback on EFL college students' pronunciation. During the six-week instruction, students of the ARS-based feedback group (n = 20) practiced their English pronunciation via the ARS-embedded dictionary app and those of the Peer-feedback group (n = 20) worked in pairs. Comparisons were made between pre- and post-test scores and the students' responses to a follow-up questionnaire were analyzed by gender. In addition, interviews were conducted. The results found that little improvement in the post-test scores among those who received feedback the ASR-embedded app provided, and there was no difference in the post-test scores between the two groups at a statistically significant level. However, it was noteworthy that the students showed a positive attitude toward the use of the app in correcting and practicing their pronunciation. In particular, the female students benefited from the use of the app in acquiring intonation, self-training and learning principles of English pronunciation. This study suggests implementing of an ASR technology in pronunciation instruction in EFL context. KCI Citation Count: 0