دانلود رایگان مقاله بررسی اثربخشی گفتار به متن برنامه های کاربردی تشخیص بر عملکرد یادگیری و بار شناختی

Abstract

This study explores the effectiveness of applying speech-to-text recognition (STR) technology during lectures in English on learning performance and the cognitive load of non-native English speaking students. Furthermore, the study also explores the usefulness of texts generated using STR for students with different levels of English as foreign language (EFL) ability during lectures of varying difficulty levels. Two lectures, one with intermediate difficulty level content and the other advanced, were administered, and STR was adopted to aid student learning. The results of this study show that the students who used STR-generated texts outperformed the students who did not. Furthermore, lectures in English caused less cognitive load for low ability EFL students when they used STR-texts. According to the students, the STR-texts were useful for following the instructor, confirming content, clarifying vocabulary, and making up missed information. It was found that STR-texts were used by low EFL ability students during both lectures whereas high EFL ability students used STR-texts during the lecture at the advanced level and only some of high EFL ability students used them during the intermediate lecture. Based on these results, several suggestions and implications for teaching and research community are proposed.

6. Conclusions

In this study, two important issues that have not been addressed in previous STR-related research were uncovered, and an attempt was made to remedy them. In addition, three assumptions were tested. The following main findings were obtained: First, students who used STR-texts outperformed those who did not use them. Lectures in English caused less cognitive load for low EFL ability students when they used STR-texts. Second, students perceived that STR-texts were useful for learning and they had positive behavioral intentions to use STR-texts for learning in the future. Depending on the students’ EFL ability, the STR-texts could be invaluable in helping them to follow the instructor (93% of LAEG during both lectures), to enhance understanding (80% of LAEG during both lectures), and to confirm what the lecturer says (33% of LAEG during both lectures, 20% of HAEG during the first lecture, and 67% of HAEG during the second lecture). Some other reasons to use STR-texts were also demonstrated, e.g. the instructor’s accent, pronunciation, speed, or volume could cause comprehension problems (27% of LAEG during both lectures, 13% of HAEG during the first lecture, and 53% of HAEG during the second lecture), or perhaps students were distracted and missed some important information (20% of LAEG during both lectures). Finally, most low EFL ability students (93%) used STR-texts for both the intermediate and advanced level lectures, whereas most high EFL ability students only used STR-texts for the advanced lecture (67%) although some of them did use it for the intermediate level (20%). When the lecture content difficulty matched the experimental students’ EFL ability (i.e. lecture 1 and low EFL ability/lecture 2 and high EFL ability), they still performed better compared to the control students. Experimental students whose EFL ability level matched the lecture content difficulty still relied on/paid attention to STR-texts in those lectures.