Investigating an innovative computer application to improve L2 word recognition from speech

Abstract

The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported on computer-mediated development of L2 word recognition from speech in L2 learning contexts. This report describes the development of an innovative computer application to improve L2 word recognition from speech, and goes on to describe an exploratory study of its use by 33 English as a second language (ESL) students. The study detected significant differences between word recognition scores measured before and after participants used the application. The manner with which students engaged with the computer application in terms of word recognition, self-determined exposure to speech input (repetitions) and modified output productivity (revisions) are also described and analysed. Differences in engagement by learners with different word recognition capabilities are noted. The paper concludes with a discussion of some recommendations for the use of computer-assisted development of L2 word recognition from speech and also provides concrete suggestions for much needed further empirical research in this area.

Keywords:

• CALL
• listening
• L2 word recognition from speech
• engagement

Acknowledgements

The authors would like to acknowledge the valuable role Mr Hara Shintaro played in this research project and the insightful contributions made by Dr Nicole Matthews to the manuscript at various stages of completion. The authors would also like to express gratitude to the anonymous reviewers who provided valuable suggestions which greatly assisted in the improvement of this paper.

Additional information

Notes on contributors

Joshua Matthews

Joshua Matthews has worked in tertiary and secondary educational settings in Australia and South-East Asia since 2000. His major research interests include CALL for the development of second language listening skills and vocabulary knowledge.

John Mitchell O’Toole

John Mitchell O’Toole has worked in science education at all levels since 1978. This has included 15 years in universities in Australia and the People's Republic of China and 13 years as science coordinator in various schools. John's major research interest is communication in science contexts.