Computer-aided feedback on the pronunciation of Mandarin Chinese tones: using Praat to promote multimedia foreign language learning

References

• Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2/3), 131–152. https://doi.org/10.1016/S0360-1315(99)00029-9
   Web of Science ®Google Scholar
• Allen, L. (2000). Form-meaning connections and the French causative: An experiment in processing instruction. Studies in Second Language Acquisition, 22(1), 69–84. https://doi.org/10.1017/S0272263100001030
   Google Scholar
• Anderson-Hsieh, J. (1992). Using electronic visual feedback to teach suprasegmentals. System, 20(1), 51–62. https://doi.org/10.1016/0346-251X(92)90007-P
   Google Scholar
• Anderson-Hsieh, J. (1994). Interpreting visual feedback on suprasegmentals in computer assisted pronunciation instruction. CALICO Journal, 11(4), 5–22.
   Google Scholar
• Andujar, A., Salaberri-Ramiro, M. S., & Martínez, M. S. C. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1110. https://doi.org/10.3390/su12031110
   Web of Science ®Google Scholar
• Baddeley, A. (1997). Human memory: Theory and practice. Psychology Press.
   Google Scholar
• Boersma, P., Weenink, D. (2021). Praat [Computer software]. Version 6.1.52. Retrieved September 8, 2021, from http://www.praat.org/
   Google Scholar
• Byun, J. (2009). Skill-specificity in the acquisition of automaticity in L2. The Linguistic Association of Korea Journal, 17(3), 57–78.
   Google Scholar
• Chao, Y. (2006). A system of “Tone-letters. English version included in Z. Wu & X. Chao (Eds.), Linguistic essays by Yuenren Chao. (pp. 98–103). Commercial Press.
   Google Scholar
• Chun, D. (1989). Teaching tone and intonation with microcomputers. CALICO Journal, 7(1), 21–46.
   Google Scholar
• Chun, D., Jiang, Y., & Ávila, N. (2013). Visualization of tone for learning Mandarin Chinese. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 77–89). Iowa State University.
   Google Scholar
• Chun, D., Jiang, Y., Meyr, J., & Yang, R. (2015). Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations. Journal of Second Language Pronunciation, 1(1), 86–114. https://doi.org/10.1075/jslp.1.1.04chu
   Google Scholar
• Coniam, D. (2002). Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English. Language Awareness, 11(1), 30–42. https://doi.org/10.1080/09658410208667044
   Google Scholar
• Da, J. (2010). Chinese text computing. Retrieved July 30, 2021, from lingua.mtsu.edu/Chinese-computing/phonology/
   Google Scholar
• DeKeyser, R. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19(2), 195–221. https://doi.org/10.1017/S0272263197002040
   Google Scholar
• DeKeyser, R. (2001). Automaticity and automatization. In P. Robinson (Ed.), Cognition and second language instruction (pp. 125–151). Cambridge University Press.
   Google Scholar
• DeKeyser, R. (2007). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 94–112). Routledge.
   Google Scholar
• Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. Routledge.
   Google Scholar
• Duanmu, S. (2007). The phonology of standard Chinese. Oxford University Press.
   Google Scholar
• Ellis, R. (1994). A theory of instructed second language acquisition. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 79–114). Academic Press.
   Google Scholar
• Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning & Technology, 2(2), 62–76.
   Google Scholar
• Farley, A. (2001). Authentic processing instruction and the Spanish subjunctive. Hispania, 84(2), 289–299. https://doi.org/10.2307/3657760
   Google Scholar
• Flege, J. (1999). The relation between L2 production and perception. In J. Ohala, Y. Hasegawa, M. Ohala, D. Granveille, & A. Bailey (Eds.), Proceedings of the 14th International Congress of Phonetics Sciences (Vol. 2, pp. 1273–1276)University of California Press.
   Google Scholar
• Gee, J. (2005). Learning by design: Good video games as learning machines. E-Learning and Digital Media, 2(1), 5–16. https://doi.org/10.2304/elea.2005.2.1.5
   Google Scholar
• Gilakjani, A., Ismail, H., & Ahmadi, S. (2011). The effect of multimodal learning models on language teaching and learning. Theory & Practice in Language Studies, 1(10), 1321–1327.
   Google Scholar
• Gorjian, B., Hayati, A., & Pourkhoni, P. (2013). Using Praat software in teaching prosodic features to EFL learners. Procedia – Social and Behavioral Sciences, 84, 34–40. https://doi.org/10.1016/j.sbspro.2013.06.505
   Google Scholar
• Hardison, D. (2005). Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. CALICO Journal, 22(2), 175–190. https://doi.org/10.1558/cj.v22i2.175-190
   Google Scholar
• Hincks, R. (2005). Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism. System, 33(4), 575–591. https://doi.org/10.1016/j.system.2005.04.002
   Google Scholar
• Javan, S. S., & Ghonsooly, B. (2018). Learning a foreign language: A new path to enhancement of cognitive functions. Journal of Psycholinguistic Research, 47(1), 125–138.
   PubMed Web of Science ®Google Scholar
• Jewitt, C. (2005). Multimodality, “reading”, and “writing” for the 21st century. Discourse: Studies in the Cultural Politics of Education, 26(3), 315–331.
   Google Scholar
• Jiang, Y., & Chun, D. (2021). Web-based intonation training helps improve ESL and EFL Chinese students’ oral speech. Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2021.1931342
   Web of Science ®Google Scholar
• Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Journal of Educational Technology & Society, 8(1), 17–27.
   Web of Science ®Google Scholar
• Kim, I. (2006). Automatic speech recognition: Reliability and pedagogical implications for teaching pronunciation. Journal of Educational Technology & Society, 9(1), 322–334.
   Web of Science ®Google Scholar
• Kong, H., & Yue, H. (2014). An experimental study on Praat-aided learning English rhythm. Journal of Shandong University of Technology (Social Science), 30(3), 109–112.
   Google Scholar
• Kymissis, E., & Poulson, C. L. (1990). The history of imitation in learning theory: The language acquisition process. Journal of the Experimental Analysis of Behavior, 54(2), 113–127.
   PubMed Web of Science ®Google Scholar
• Lambacher, S. (1999). A CALL tool for improving second language acquisition of English consonants by Japanese learners. Computer Assisted Language Learning, 12(2), 137–156. https://doi.org/10.1076/call.12.2.137.5722
   Google Scholar
• Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. https://doi.org/10.1093/applin/amu040
   Web of Science ®Google Scholar
• Levelt, W. J., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22(1), 1–38. https://doi.org/10.1017/S0140525X99001776
   PubMed Web of Science ®Google Scholar
• Levis, J. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184–202. https://doi.org/10.1017/S0267190508070098
   Google Scholar
• Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32(4), 505–524. https://doi.org/10.1016/j.system.2004.09.009
   Google Scholar
• Li, K. (2019). The application of Praat in English pronunciation teaching. In Y. Zhang, X. Zang, & T. Volodina (Eds.), Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019 ) (pp. 374–376). Atlantis Press.
   Google Scholar
• Li, M., & DeKeyser, R. (2017). Perception practice, production practice, and musical ability in L2 Mandarin tone-word learning. Studies in Second Language Acquisition, 39(4), 593–620. https://doi.org/10.1017/S0272263116000358
   Web of Science ®Google Scholar
• Lima, E. (2020). The Supra Tutor: Improving speaker comprehensibility through a fully online pronunciation course. Journal of Second Language Pronunciation, 6(1), 39–67. https://doi.org/10.1075/jslp.18031.lim
   Google Scholar
• Liu, L., & Ma, Y. (1986). Tone distribution and the frequency of tonal combinations in Mandarin Chinese. Language Planning, 3(7), 21–23.
   Google Scholar
• Mahdi, H., & Al Khateeb, A. (2019). The effectiveness of computer‐assisted pronunciation training: A meta‐analysis. Review of Education, 7(3), 733–753. https://doi.org/10.1002/rev3.3165
   Web of Science ®Google Scholar
• Mayer, R. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19. https://doi.org/10.1207/s15326985ep3201_1
   Web of Science ®Google Scholar
• Mayer, R. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139.
   Web of Science ®Google Scholar
• Mayer, R. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). Cambridge University Press.
   Google Scholar
• Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107–119. https://doi.org/10.1016/S0959-4752(01)00018-4
   Web of Science ®Google Scholar
• Mayer, R., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
   Web of Science ®Google Scholar
• Mayer, R., & Sims, V. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401. https://doi.org/10.1037/0022-0663.86.3.389
   Web of Science ®Google Scholar
• Meng, L. (2014). An experimental study on Praat-aided Chinese EFL learning of English liaison. Journal of Chongqing University of Education, 27(2), 164–166.
   Google Scholar
• Molholt, G., & Hwu, F. (2008). Visualization of speech patterns for language learning. In M. Holland & F. Fisher (Eds.), The path of speech technologies in computer assisted language learning (pp. 91–122). Routledge.
   Google Scholar
• Mushangwe, H. (2014). Computer-aided assessment of tone production: A case of Zimbabwean students learning Chinese as a foreign language. Iranian Journal of Language Teaching Research, 2(1), 63–83.
   Google Scholar
• Neri, A., Cucchiarini, C., & Strik, H. (2006). Selecting segmental errors in non-native Dutch for optimal pronunciation training. International Review of Applied Linguistics in Language Teaching, 44(4), 357–404.
   Google Scholar
• Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441–467. https://doi.org/10.1076/call.15.5.441.13473
   Google Scholar
• Olson, D. (2014). Phonetics and technology in the classroom: A practical approach to using speech analysis software in second-language pronunciation instruction. Hispania, 97(1), 47–68. https://doi.org/10.1353/hpn.2014.0030
   Google Scholar
• Osatananda, V., & Thinchan, W. (2021). Using Praat for English pronunciation self-practice outside the classroom: Strengths, weaknesses, and its application. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 372–396.
   Google Scholar
• Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press.
   Google Scholar
• Peabody, M., & Seneff, S. (2006). Towards automatic tone correction in non-native mandarin. In Q. Huo, B. Ma, E.-S. Chng, & H. Li (Eds.), Proceedings of the 5th International Symposium on Chinese Spoken Language Processing (pp. 602–613). Springer.
   Google Scholar
• Pennington, M. (1999). Computer-aided pronunciation pedagogy: Promise, limitations, directions. Computer Assisted Language Learning, 12(5), 427–440. https://doi.org/10.1076/call.12.5.427.5693
   Google Scholar
• Pennington, M., & Esling, J. (1996). Computer-assisted development of spoken language skills. In M. Pennington (Ed.), The power of CALL (pp. 153–190), Athelstan.
   Google Scholar
• Pike, K. (1972). Tone languages: A technique for determining the number and type of pitch contrasts in a language, with studies in tonemic substitution and fusion. University of Michigan Press.
   Google Scholar
• Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
   Web of Science ®Google Scholar
• Rosenthal, R., Rosnow, R. L., & Rubin, D. B. (2000). Contrasts and effect sizes in behavioral research: A correlational approach. Cambridge University Press.
   Google Scholar
• Shen, H., Tsai, C., & Zhou, Y. (2006). Introduction to standard Chinese Pinyin system. Beijing Language and Culture University Press.
   Google Scholar
• Spaai, G., & Hermes, D. (1993). A visual display for the teaching of intonation. CALICO Journal, 10(3), 19–30.
   Google Scholar
• Taie, M. (2014). Skill acquisition theory and its important concepts in SLA. Theory and Practice in Language Studies, 4(9), 1971–1976. https://doi.org/10.4304/tpls.4.9.1971-1976
   Google Scholar
• Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. [Database] https://doi.org/10.3102/0034654310393361
   Web of Science ®Google Scholar
• Teeranon, P. (2020). Thai tones in Chinese students after using the “Tone Application” and their attitudes. Dil ve Dilbilimi Çalışmaları Dergisi, 16(4), 1680–1697. https://doi.org/10.17263/jlls.850980
   Google Scholar
• Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. https://doi.org/10.1016/j.jslw.2019.100701
   Web of Science ®Google Scholar
• Tomczak, M., & Tomczak, E. (2014). The need to report effect size estimates revisited. An overview of some recommended measures of effect size. Trends in Sport Sciences, 1(21), 19–25.
   Google Scholar
• Vardanian, R. (1964). Teaching English intonation through oscilloscope displays. Language Learning, 14(3‐4), 109–117. https://doi.org/10.1111/j.1467-1770.1964.tb01298.x
   Google Scholar
• von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), International encyclopedia of education (pp. 162–163). Pergamon Press.
   Google Scholar
• Wang, Y., Jongman, A., & Sereno, J. (2003). Acoustic and perceptual evaluation of Mandarin tone productions before and after perceptual training. The Journal of the Acoustical Society of America, 113(2), 1033–1043.
   PubMed Web of Science ®Google Scholar
• Wang, Y. J. (2003). Research methods and tendencies in the study of L2 speech acquisition. Chinese Language Learning, 2, 61–66.
   Google Scholar
• Wiener, S., Chan, M., & Ito, K. (2020). Do explicit instruction and high variability phonetic training improve nonnative speakers’ Mandarin tone productions? The Modern Language Journal, 104(1), 152–168. https://doi.org/10.1111/modl.12619
   Web of Science ®Google Scholar
• Yenkimaleki, M., & van Heuven, V. J. (2016). Prosody teaching matters in developing speaking skills for Farsi-English interpreter trainees: An experimental study. International Journal of English Language and Linguistics Research, 4(5), 82–91.
   Google Scholar
• Yenkimaleki, M., & van Heuven, V. J. (2019). The relative contribution of computer assisted prosody training vs. instructor based prosody teaching in developing speaking skills by interpreter trainees: An experimental study. Speech Communication, 107, 48–57. https://doi.org/10.1016/j.specom.2019.01.006
   Web of Science ®Google Scholar
• Zhang, L. (2019). Tone features of Chinese and teaching methods for second language learners. International Journal of Chinese Language Education, 5, 45–66.
   Google Scholar