‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology

References

• Andy, Muzammil, L., & Muhaji, U. (2020). Intelligibility and Automatic Speech Recognition (ASR) in Indonesian Accented English (IAE) [PowerPoint Slides]. The 4th International Conference on Language, Literature, Culture, and Education, Fakultas Pendidikan Bahasa Dan Sastra Universitas Pendidikan Indonesia (FPBS UPI). http://icollite.event.upi.edu/file/ppt/PPT_ICOLLITE-Andy,_Lasim,_Uun.pdf
   Google Scholar
• Ariatna. (2016). The need for maintaining CLT in Indonesia. TESOL Journal, 7(4), 800–822.
   Google Scholar
• Bailey, D. J., Speights Atkins, M., Mishra, I., Li, S., Luan, Y., & Seals, C. (2021). An automated tool for comparing phonetic transcriptions. Clinical Linguistics & Phonetics, 1–20. https://doi.org/https://doi.org/10.1080/02699206.2021.1896783
   Google Scholar
• Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2020). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 1–32. https://doi.org/https://doi.org/10.1080/09588221.2020.1770293
   Google Scholar
• Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System, 99, 102496. https://doi.org/https://doi.org/10.1016/j.system.2021.102496
   Google Scholar
• BPS (Badan Pusat Statistik) [Indonesian Statistics Agency]. (2011). Kewarganegaraan, suku bangsa, agama dan bahasa sehari-hari penduduk Indonesia: Hasil Sensus Penduduk 2010. [Citizenship, ethnicity, religion, and daily languages of Indonesian: The result of demography census 2010]. Badan Pusat Statistik.
   Google Scholar
• Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge University Press.
   Google Scholar
• Chen, H. H. J. (2016, October). Developing a speaking practice website by using automatic speech recognition technology. In International Symposium on Emerging Technologies for Education (pp. 671–676). Springer.
   Google Scholar
• Chevalier, S. (2007). Speech interaction with Saybot: A CALL software to help Chinese learners of English. Proceedings of the SLaTE-2007 Workshop (pp. 37–40).
   Google Scholar
• Colpaert, J. (2018a). Exploration of affordances of open data for language learning and teaching. Journal of Technology and Chinese Language Teaching, 9(1), 1–14.
   Google Scholar
• Colpaert, J. (2018b). Transdisciplinarity revisited. Computer Assisted Language Learning, 31(1–2), 483–489. https://doi.org/https://doi.org/10.1080/09588221.2018.1437111
   Google Scholar
• Colpaert, J. (2020). Editorial position paper: How virtual is your research? Computer Assisted Language Learning, 33(7), 653–664. https://doi.org/https://doi.org/10.1080/09588221.2020.1824059
   Google Scholar
• Cucchiarini, C., Nejjari, W., & Strik, H. (2012). My Pronunciation Coach: Improving English pronunciation with an automatic coach that listens. Language Learning in Higher Education, 1(2), 365–376. https://doi.org/https://doi.org/10.1515/cercles-2011-0024
   Google Scholar
• Cucchiarini, C., Neri, A., & Strik, H. (2009). Oral proficiency training in Dutch L2: The contribution of ASR-based corrective feedback. Speech Communication, 51(10), 853–863. https://doi.org/https://doi.org/10.1016/j.specom.2009.03.003
   Google Scholar
• Cucchiarini, C., & Strik, H. (2019). Second language learners’ spoken discourse: Practice and corrective feedback through automatic speech recognition. In M. Khosrow-Pour (Ed.), Computer-assisted language learning: Concepts, methodologies, tools, and applications (pp. 787–810). IGI Global.
   Google Scholar
• Daniels, P., & Iwago, K. (2017). The suitability of cloud-based speech recognition engines for language learning. JALT CALL Journal, 13(3), 229–239.
   Google Scholar
• Derwing, T. M., & Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30(2), 155–166.
   Google Scholar
• Dewi, A. (2015). Perception of English: A study of staff and students at universities in Yogyakarta. Cambridge Scholars Publishing.
   Google Scholar
• Dewi, A. (2017). The English (es) to teach after study and life in Australia: A study of Indonesian English language educators. Asian Englishes, 19(2), 128–147. https://doi.org/https://doi.org/10.1080/13488678.2017.1279762
   Google Scholar
• Dewi, A. K. (2009). Pronunciation problems faced by the English Department Students in Pronouncing–ed ending (A Case of the Sixth Semester Students of the English Department of Unnes in the Academic Year of 2008/2009) [Thesis]. Universitas Negeri Semarang.
   Google Scholar
• Dodigovic, M. (2005). Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning, 18(5), 443–455. https://doi.org/https://doi.org/10.1080/09588220500442806
   Google Scholar
• Dodigovic, M., & Agustín-Llach, M. P. (2020). Introduction to vocabulary-based needs analysis. In Vocabulary in curriculum planning (pp. 1–6). Palgrave Macmillan.
   Google Scholar
• Dubiner, D. (2017). Using vocabulary notebooks for vocabulary acquisition and teaching. ELT Journal, 71(4), 456–466. https://doi.org/https://doi.org/10.1093/elt/ccx008
   Google Scholar
• Eskenazi, M., Kennedy, A., Ketchum, C., Olszewski, R., Pelton, G. (2007). Carnegie speech native accent the native accenttm pronunciation tutor: Measuring success in the real world. Proceedings of the SLaTE-2007 Workshop.
   Google Scholar
• Evanini, K., Timpe-Laughlin, V., Tsuprun, E., Blood, I., Lee, J., Bruno, J., … Suendermann-Oeft, D. (2018). Game-based spoken dialog language learning applications for young students. Proceedings from the 2018 Interspeech Conference (pp. 548–549). https://www.isca-speech.org/archive/Interspeech_2018/pdfs/3045.pdf
   Google Scholar
• Fakhrunnisa. (2015). Indonesian-Javanese students’ pronunciation of English monophthongs [Thesis]. State Islamic University Sunan Kalijaga.
   Google Scholar
• Franco, H., Bratt, H., Rossier, R., Rao Gadde, V., Shriberg, E., Abrash, V., & Precoda, K. (2010). EduSpeak®: A speech recognition and pronunciation scoring toolkit for computer-aided language learning applications. Language Testing, 27(3), 401–418. https://doi.org/https://doi.org/10.1177/0265532210364408
   Google Scholar
• Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
   Google Scholar
• Golkar, M., & Yamini, M. (2007). Vocabulary, proficiency and reading comprehension. The Reading Matrix, 7(3), 88–112.
   Google Scholar
• Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/https://doi.org/10.1080/09588221.2012.700315
   Google Scholar
• González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks (Vol. 6). John Benjamins Publishing Company.
   Google Scholar
• Gunarwan, A. (1993). Bahasa asing sebagai kendala pembinaan Bahasa Indonesia [Foreign languages as constraints in the development of the Indonesian Language]. Paper presented at the Kongres Bahasa Indonesia VI, Jakarta.
   Google Scholar
• Herman. (2016). Students’ difficulties in pronouncing the English labiodental sounds. Communication and Linguistics Studies, 2(1), 1–5.
   Google Scholar
• Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213–225. https://doi.org/https://doi.org/10.1080/17439880701511040
   Google Scholar
• Kosasih, M. M. (2017). Native language interference in learning English pronunciation: A case study at a private university in West Java, Indonesia. International Journal of Education and Research, 5(2), 135–150.
   Google Scholar
• Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255–271. https://doi.org/https://doi.org/10.1093/applin/19.2.255
   Google Scholar
• Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. https://doi.org/https://doi.org/10.1093/applin/16.3.307
   Google Scholar
• Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. https://doi.org/https://doi.org/10.2307/3588485
   Google Scholar
• Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15–45. https://doi.org/https://doi.org/10.1080/09588220600803998
   Google Scholar
• McAndrews, M. (2020). Prosody instruction for ESL listening comprehension [Ph.D. dissertation]. ProQuest Dissertations Publishing, Northern Arizona University.
   Google Scholar
• McCrocklin, S. M. (2016). Pronunciation learner autonomy: The potential of automatic speech recognition. System, 57, 25–42. https://doi.org/https://doi.org/10.1016/j.system.2015.12.013
   Google Scholar
• McCrocklin, S., Humaidan, A., Edalatishams, E. (2019). ASR dictation program accuracy: Have current programs improved. In Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference (pp. 191–200).
   Google Scholar
• Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.
   Google Scholar
• Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520. https://doi.org/https://doi.org/10.2307/3586981
   Google Scholar
• Morton, H., Gunson, N., & Jack, M. A. (2012). Interactive language learning through speech enabled virtual scenarios. Advances in Human-Computer Interaction, 2012, 1–14. https://doi.org/https://doi.org/10.1155/2012/389523
   Google Scholar
• Morton, H., & Jack, M. (2010). Speech interactive computer-assisted language learning: A cross-cultural evaluation. Computer Assisted Language Learning, 23(4), 295–319. https://doi.org/https://doi.org/10.1080/09588221.2010.493524
   Google Scholar
• Mroz, A. P. (2018). Noticing gaps in intelligibility through Automatic Speech Recognition (ASR): Impact on accuracy and proficiency. Paper Presented at 2018 Computer-Assisted Language Instruction Consortium (CALICO) Conference, Urbana, IL, United States.
   Google Scholar
• Munro, M. J., & Derwing, T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49(1), 285–310. https://doi.org/https://doi.org/10.1111/0023-8333.49.s1.8
   Google Scholar
• Munro, M. J., & Derwing, T. M. (2015). Intelligibility in research and practice: teaching priorities. In M. Reed, & J. M. Levis (Eds.), The handbook of English pronunciation (pp. 377–396). Wiley.
   Google Scholar
• Munro, M. J., & Derwing, T. M. (2020). Foreign accent, comprehensibility and intelligibility, redux. Journal of Second Language Pronunciation, 6(3), 283–309. https://doi.org/https://doi.org/10.1075/jslp.20038.mun
   Google Scholar
• Nation, I. S (1990). Teaching and learning vocabulary. Newbury House.
   Google Scholar
• Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393–408. https://doi.org/https://doi.org/10.1080/09588220802447651
   Google Scholar
• NovoLearning. (2019). Improving English Language Proficiency using Novo’s Mobile Learning Solution: A pilot project. https://www.novo-learning.com/assets/pdf/research-report.pdf
   Google Scholar
• Offerman, H. M., & Olson, D. J. (2016). Visual feedback and second language segmental production: The generalizability of pronunciation gains. System, 59, 45–60. https://doi.org/https://doi.org/10.1016/j.system.2016.03.003
   Google Scholar
• Penning de Vries, B. W., Cucchiarini, C., Strik, H., & Van Hout, R. (2020). Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning. Language Teaching Research, 24(5), 714–735. https://doi.org/https://doi.org/10.1177/1362168818819027
   Google Scholar
• Pichette, F., De Serres, L., & Lafontaine, M. (2012). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33(1), 66–82. https://doi.org/https://doi.org/10.1093/applin/amr037
   Google Scholar
• Pignot-Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge. Language Studies Working Papers, 4(1), 37–45.
   Google Scholar
• Simons, G. F., & Fennig, C. D. (2017). Ethnologue: Languages of Indonesia (20th ed.) SIL International.
   Google Scholar
• Swan, M., & Smith, B. (2001). Learner English. A teacher’s guide to interference and other problems (2nd ed.). Cambridge University Press.
   Google Scholar
• Tejedor-García, C., Cardeñoso-Payo, V., & Escudero-Mancebo, D. (2021). Automatic speech recognition (ASR) systems applied to pronunciation assessment of L2 Spanish for Japanese speakers. Applied Sciences, 11(15), 6695. https://doi.org/https://doi.org/10.3390/app11156695
   Google Scholar
• Tekmen, E. A. F., & Daloǧlu, A. (2006). An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency. Foreign Language Annals, 39(2), 220–243. https://doi.org/https://doi.org/10.1111/j.1944-9720.2006.tb02263.x
   Google Scholar
• Thornbury, S. (2002). How to teach vocabulary. Longman.
   Google Scholar
• Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2020). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning, 1–24. https://doi.org/https://doi.org/10.1080/09588221.2020.1774904
   Google Scholar
• Uchihara, T., & Clenton, J. (2020). Investigating the role of vocabulary size in second language speaking ability. Language Teaching Research, 24(4), 540–556. https://doi.org/https://doi.org/10.1177/1362168818799371
   Google Scholar
• Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47(1), 64–75.
   Google Scholar
• van Doremalen, J., Boves, L., Colpaert, J., Cucchiarini, C., & Strik, H. (2016). Evaluating automatic speech recognition-based language learning systems: A case study. Computer Assisted Language Learning, 29(4), 833–851. https://doi.org/https://doi.org/10.1080/09588221.2016.1167090
   Google Scholar
• Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/https://doi.org/10.12973/eu-jer.9.3.967
   Google Scholar
• Waloyo, A. A., & Jarum, J. (2019). The Indonesian EFL students’attitudes toward their L1-accented English. Erudio (Journal of Educational Innovation), 6(2), 181–191.
   Google Scholar
• Webb, S., & Piasecki, A. (2018). Re-examining the effects of word writing on vocabulary learning. ITL-International Journal of Applied Linguistics, 169(1), 72–94. https://doi.org/https://doi.org/10.1075/itl.00007.web
   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/https://doi.org/10.1016/j.specom.2019.01.006
   Google Scholar
• Yenkimaleki, M., van Heuven, V. J., & Moradimokhles, H. (2021). The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: Does methodology matter? Computer Assisted Language Learning, 1–37. https://doi.org/https://doi.org/10.1080/09588221.2021.1957942
   Google Scholar
• Zein, S. (2019). English, multilingualism and globalisation in Indonesia. English Today, 35(1), 48–53. https://doi.org/https://doi.org/10.1017/S026607841800010X
   Google Scholar
• Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/https://doi.org/10.1017/S0261444820000208
   Google Scholar
• Zou, D. (2017). Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21(1), 54–75. https://doi.org/https://doi.org/10.1177/1362168816652418
   Google Scholar