Effect of Speech Recognition–Based Pronunciation Instruction on English Speaking Fluency Among University Students in Japan
DOI:
https://doi.org/10.47604/ijl.3641Keywords:
Comprehension AssessmentAbstract
Purpose: To aim of the study was to analyze effect of speech recognition–based pronunciation instruction on English speaking fluency among university students in Japan.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Speech recognition–based pronunciation instruction significantly improves English speaking fluency among university students in Japan by increasing speech rate, reducing pauses, and enhancing pronunciation accuracy. The immediate automated feedback encourages frequent practice and boosts learners’ confidence to speak more spontaneously. However, while fluency improves noticeably, gains in grammatical accuracy remain limited, indicating the need to combine the technology with communicative language teaching activities.
Unique Contribution to Theory, Practice and Policy: Skill acquisition theory, noticing hypothesis & interaction hypothesis may be used to anchor future studies on the effect of speech recognition–based pronunciation instruction on English speaking fluency among university students in Japan. University instructors should incorporate speech recognition activities into communicative speaking tasks such as presentations, discussions, and role-plays rather than using them as isolated drills. Higher education institutions should establish digital language learning standards that include pronunciation technology as part of core English communication courses.
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