A theoretical assessment of ASR-based pronunciation activities for classroom learning

William Gottardi; Rosane Silveira

doi:10.1590/1983-3652.2025.56636

Autores/as

William Gottardi Federal University of Santa Catarina, English: Linguistic and Literary Studies Program, Department of Foreign Languages and Literature, Florianópolis, SC, Brazil https://orcid.org/0000-0002-1291-3953
Rosane Silveira Federal University of Santa Catarina, English: Linguistic and Literary Studies Program, Department of Foreign Languages and Literature, Florianópolis, SC, Brazil https://orcid.org/0000-0003-0329-0376

DOI:

https://doi.org/10.1590/1983-3652.2025.56636

Palabras clave:

Computer-Assisted Language Learning, Pronunciation teaching, Pronunciation learning, Automatic Speech Recognition, Intelligibility

Resumen

The use of digital technologies in the daily routine of second language (L2) classes became unavoidable when teachers needed to overcome mobility restrictions imposed by the COVID-19 pandemic. In countries where access to technological resources in regular classrooms is still limited, the use of free digital resources for pedagogical purposes is a valuable alternative. This pedagogical paper explores the use of Automatic Speech Recognition (ASR) for L2 pronunciation teaching and learning. Three ASR-based activities drawn from Gottardi (2023) are presented and discussed. The assessment is based on the criteria provided by two frameworks. From the pedagogical perspective, we adopted the communicative pronunciation teaching framework (Celce-Murcia; Brinton; Goodwin, 2010), which proposes five steps to teach pronunciation and design materials, including explicit instruction, perception, and production tasks, with different degrees of teacher guidance and feedback. Considering the use of technology and the design of pedagogical activities, we draw on Chapelle’s (2001) six criteria to evaluate educational software and activities. We analyzed each ASR- based pronunciation activity in terms of language learning potential, learner fit, meaning focus, authenticity, positive impact, and practicality. Thus, the objective of this pedagogical paper is to 1) discuss how ASR technology can assist L2 pronunciation practice; 2) provide practical examples of ASR-based pronunciation activities designed to be used by L2 teachers; and 3) examine the pedagogical appropriateness of the proposed activities. Finally, pedagogical implications of using ASR for pronunciation practice are discussed.

Descargas

Los datos de descarga aún no están disponibles.

Biografía del autor/a

William Gottardi, Federal University of Santa Catarina, English: Linguistic and Literary Studies Program, Department of Foreign Languages and Literature, Florianópolis, SC, Brazil

Possui graduação em Letras - Português/Inglês pela Fundação Universidade Regional de Blumenau (2018), graduação em Análise e Desenvolvimento de Sistemas pela Faculdade FAE Blumenau (2012) e mestrado em Inglês: Estudos Linguísticos e Literários pela Universidade Federal de Santa Catarina (2023). Atualmente, é doutorando do mesmo programa que concluiu o mestrado. Tem experiência na área de Linguística Aplicada, com ênfase em Fonética e Fonologia da Língua Inglesa, atuando principalmente nos seguintes temas: ensino e aprendizagem da fala e pronúncia de segunda língua (L2), uso de recursos digitais, especialmente inteligência artificial (IA), para o ensino de L2 e a cognição de professores em relação ao ensino de fala e pronúncia de uma L2.
Rosane Silveira, Federal University of Santa Catarina, English: Linguistic and Literary Studies Program, Department of Foreign Languages and Literature, Florianópolis, SC, Brazil

Possui graduação em Licenciatura Letras Português e Inglês pela Universidade Federal de Santa Catarina (1995), mestrado em Letras (Inglês e Literatura Correspondente) pela Universidade Federal de Santa Catarina (1998) e doutorado em Letras (Inglês e Literatura Correspondente) pela Universidade Federal de Santa Catarina (2004), com bolsa sanduíche na UCLA. Em 2008, realizou estágio pós-doutoral junto ao Departamento de Linguística Aplicada e TESL do Teachers College (Columbia University, bolsa CAPES). Em 2014/2015, realizou estágio pós-doutoral junto à Concordia University (bolsa CAPES) e à UFMG. Em 2021/2022, desenvolveu estágio pós-doutoral junto à UFRGS. É coordenadora do grupo de pesquisa Fonética e Fonologia da Língua Inglesa, atuando na linha de pesquisa Ensino e Aprendizagem de Língua Inglesa. Coordena, também, o Núcleo de Pesquisa e Ensino em Português Língua Estrangeira. É professora Associada III do Departamento de Língua e Literatura Estrangeiras (DLLE) da Universidade Federal de Santa Catarina. Tem experiência na área de linguística aplicada, com ênfase em língua inglesa, atuando principalmente nos seguintes eixos: ensino de inglês como língua estrangeira, desenvolvimento fonológico português-inglês, metodologia de pesquisa quantitativa, ensino de português como segunda língua. Pesquisadora do CNPq, membro da Comissão de Fonética da ABRALIN e foi membro da Diretoria da ABRALIN 2022-2024. Foi coordenadora dos cursos de graduação do DLLE (2017-2019) e do Programa de Pós-Graduação em Inglês da UFSC (2019-2021). Atuou como coordenadora e subcoordenadora do Programa de Pós-Graduação em Inglês, coordenadora dos cursos de Letras Línguas Estrangeiras e Secretariado Executivo; coordenadora do Exame CELPE-Bras na UFSC. É coordenadora administrativa da Rede Andifes - Idiomas sem Fronteiras (IsF) na UFSC e orientadora pedagógica da Andifes - IsF na área de Português como Língua Estrangeira.

Referencias

BALDISSERA, Luana Garbin; TUMOLO, Celso Henrique Soufen. Apps for developing pronunciation in English as an L2. Revista X, v. 16, n. 5, p. 1355, 2021.

BURNS, Anne; SEIDLHOFER, Barbara. Speaking and pronunciation. In: SCHMITT, Norbert (ed.). An introduction to applied linguistics. 3. ed. London: Routledge, 2020. p. 240–258.

CARDOSO, Walcir. English syllable structure. In: KANG, Okim; THOMSON, Ron; MURPHY, John (eds.). The Routledge Handbook of Contemporary English Pronunciation. 1. ed. New York: Routledge, 2017. p. 122–136.

CARDOSO, Walcir. Technology for speaking development. In: DERWING, Tracey M.; MUNRO, Murray J.; THOMSON, Ron I. (eds.). The Routledge Handbook of Second Language Acquisition and Speaking. 1. ed. London: Routledge, 2022. p. 299–313.

CELCE-MURCIA, Marianne; BRINTON, Donna M.; GOODWIN, Janet M. Teaching pronunciation: A course book and reference guide. 2. ed. Cambridge: Cambridge University Press, 2010. Hardback with audio CDs (2).

CHAPELLE, Carol. Computer applications in second language acquisition. Cambridge: Cambridge University Press, 2001.

CHAPELLE, Carol. Evaluation of technology and language learning. In: CHAPELLE, Carol; SAURO, Shannon (eds.). The handbook of technology and second language teaching and learning. 1. ed. Hoboken, NJ: John Wiley & Sons, Inc., 2017. p. 378–392.

CHUN, Dorothy; SMITH, Bryan; KERN, Richard. Technology in Language Use, Language Teaching, and Language Learning. The Modern Language Journal, v. 100, S1, p. 64–80, 2016. DOI: 10.1111/modl.12302.

CHUN, Dorothy M. Computer-assisted pronunciation teaching. In: CHAPELLE, Carol A. (ed.). The Concise Encyclopedia of Applied Linguistics. [S. l.]: Wiley Online Library, 2020. p. 213–223. DOI: 10.1002/9781119144038.ch24.

COLLINS, Laura; MUÑOZ, Carmen. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal, v. 100, S1, p. 133–147, 2016. DOI: 10.1111/modl.12305.

DAVIES, Graham. Computer-Assisted Language Education. In: BERN, Margie (ed.). Concise encyclopedia of applied linguistics. Amsterdam: Elsevier, 2006. p. 261–271.

DERWING, Tracey M.; MUNRO, Murray J. Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins Publishing Company, 2015. DOI: 10.1075/lllt.42.

FOOTE, Jennifer A.; TROFIMOVICH, Pavel. Second language pronunciation learning: An overview of theoretical perspectives. In: KANG, Okim; THOMSON, Ron; MURPHY, John (eds.). The Routledge handbook of contemporary English pronunciation. London: Routledge, 2017. p. 75–90.

GONÇALVES, Alison Roberto; SILVEIRA, Rosane. A produção das vogais altas anteriores do inglês por aprendizes brasileiros. Fórum Linguístico, v. 11, p. 9–22, 2014. DOI: 10.5007/1984-8412.2014v11n1p9.

GONÇALVES, Alison Roberto; SILVEIRA, Rosane. Intelligibility research in Brazil: empirical findings and methodological issues. Revista Horizontes de Linguística Aplicada, v. 14, n. 1, p. 51–81, 2015.

GOOGLE. Ten years of Google Translate. [S. l.: s. n.], 2016. Available from: https://blog.google/products/translate/ten-years-of-google-translate/. Visited on: 14 Mar. 2025.

GOOGLE TRANSLATE. Translate by speech - Computer - Google Translate Help. [S. l.: s. n.], 2024. Available from: https://support.google.com/translate/answer/6142468?hl=en&ref_topic=7011659. Visited on: 14 Mar. 2025.

GOTTARDI, William. Automatic Speech Recognition as a Pronunciation Teaching Resource: What Are the In-Service Teachers’ Perceptions of This Speech Technology? Mar. 2023. MA thesis – Federal University of Santa Catarina (UFSC), Florianópolis.

GOTTARDI, William; ALMEIDA, Janaina Fernanda de; TUMOLO, Celso Henrique Soufen. Automatic speech recognition and text-to-speech technologies for L2 pronunciation improvement: reflections on their affordances. Texto Livre, v. 15, 2022. DOI: 10.35699/1983-3652.2022.37939.

GOTTARDI, William; SILVEIRA, Rosane. Automatic Speech Recognition as a Pronunciation Teaching Resource: In-Service Teachers’ Perceptions. In: PSLLT 14 - The Practice of Pronunciation. Ames, IA: Iowa State University Digital Press, 2024. Available from: https://www.iastatedigitalpress.com/psllt/article/id/17567/. Visited on: 14 Mar. 2025.

IBM. What Is a Chatbot? [S. l.: s. n.], 2024. Available from: https://www.ibm.com/topics/chatbots. Visited on: 14 Mar. 2025.

JORDÃO, Clarissa M. ILA-ILF-ILE-ILG: Quem dá conta? EAL-ELF-EFL-EGL: Same Difference? Revista Brasileira de Linguística Aplicada, v. 14, p. 13–40, 2014. DOI: 10.1590/s1984-63982014005000002.

JURAFSKY, Daniel; MARTIN, James H. Speech and Language Processing: An Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition. 3. ed. [S. l.: s. n.], 2024. Available from: https://web.stanford.edu/~jurafsky/slp3/ed3book.pdf. Visited on: 14 Mar. 2025.

KERN, Richard. Twenty-first century technologies and language education: Charting a path forward. The Modern Language Journal, v. 108, n. 2, p. 515–533, 2024. DOI: 10.1111/modl.12929.

KIVISTÖ-DE SOUZA, Hanna; GOTTARDI, William. How well can ASR technology understand foreign-accented speech? Trabalhos em Linguística Aplicada, v. 61, n. 3, p. 764–781, 2022. DOI: 10.1590/010318135124420221123.

LAI, Chun. Autonomous language learning with technology: Beyond the classroom. London: Bloomsbury Publishing, 2018.

LANE, Linda; BROWN, H. Douglas. Tips for teaching pronunciation: A practical approach. New York: Pearson Longman, 2010.

LEVIS, John. Revisiting the Intelligibility and Nativeness Principles. Journal of Second Language Pronunciation, v. 6, n. 3, p. 310–328, 2020. DOI: 10.1075/jslp.20038.lev.

LEVIS, John; SUVOROV, Ruslan. Automatic Speech Recognition. In: CHAPELLE, Carol A. (ed.). The Concise Encyclopedia of Applied Linguistics. [S. l.]: Wiley Online Library, 2020. p. 149–156. DOI: 10.1002/9781119144038.ch15.

LIAKINA, Natallia; LIAKIN, Denis. Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? In: LEVIS, John M.; DERWING, Tracey M. (eds.). Second Language Pronunciation: Different Approaches to Teaching and Training. Berlin: De Gruyter Mouton, 2022. p. 287–312.

LIESHOUT, Catharina van; CARDOSO, Walcir. Google Translate as a Tool for Self-Directed Language Learning. Language Learning & Technology, v. 26, n. 1, p. 1–19, 2022.

LITTLEWOOD, William. Communicative language teaching: An expanding concept for a changing world. In: HINKEL, Eli (ed.). Handbook of Research in Second Language Teaching and Learning, Volume II. New York: Routledge, 2011. p. 541–547.

MARTINS, Claudia Beatriz Monte Jorge; MOREIRA, Herivelto. O campo CALL (Computer Assisted Language Learning): definições, escopo e abrangência. Calidoscópio, v. 10, n. 3, p. 247–255, 2012. DOI:

10.4013/cld.2012.103.05.

NICKOLAI, Dan; SCHAEFER, Emma; FIGUEROA, Paula. Aggregating the evidence of automatic speech recognition research claims in CALL. System, v. 121, 2024. DOI: 10.1016/j.system.2024.103243.

O’BRIEN, Mary Grantham; DERWING, Tracey M.; LEVIS, John M.; SARDEGNA, Veronica G. Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, v. 4, n. 2, p. 182–207, 2018. DOI: 10.1075/jslp.17001.obr.

O’SHAUGHNESSY, Douglas. Trends and developments in automatic speech recognition research. Computer Speech & Language, v. 83, 2024. DOI: 10.1016/j.csl.2023.101558.

OLSON, Daniel J. Linking Linguistic Theory and Second Language Pedagogy: An Example from Second Language Pronunciation and Phonetics. In: SHEU, Vanessa; ZHOU, Alexis; WEIRICK, Joshua D. (eds.). Variation in linguistics: second language acquisition, discourse studies, sociolinguistics, syntax. Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2023. p. 26–45.

PENNINGTON, Martha C.; ROGERSON-REVELL, Pamela Mary. English pronunciation teaching and research. London: Palgrave Macmillan, 2019. v. 10, p. 978–988.

ROGERSON-REVELL, Pamela Mary. Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions. RELC Journal, v. 52, n. 1, p. 189–205, 2021. DOI: 10.1177/0033688220977910.

SANTOS, Fhelippe Waltelon Souza dos; KIVISTÖ-DE SOUZA, Hanna. Examining Vowel Intelligibility in Brazilian Portuguese EFL Learners: A Study Using Automatic Speech Recognition. Ilha do Desterro, v. 77, 2024. DOI: 10.5007/2175-8026.2024.e95566.

SILVEIRA, Rosane; ALVES, Ubiratã Kickhöfel; GOTTARDI, William. Percepção, produção e inteligibilidade do inglês falado por usuários brasileiros. In: PERSPECTIVAS atuais de aprendizagem e ensino de línguas. Florianópolis: LLE/CCE/UFSC, 2017. p. 237–283.

SILVEIRA, Rosane; ZANCHET, Crystoffer E.; PEREIRA, Manuella Hinchingr. Affordances of Digital Technology for English Pronunciation Teaching: The Perspective of Brazilian Teachers. Veredas, v. 26, p. 1–25, 2022. DOI: 10.34019/1982-2243.2022.v26.37960.

SOLEIMANI, Hassan. Computer Assisted Language Learning: Theory and Practice. Tehran: Payame Noor University, 2021.

SONG, Liyan; HILL, Janette. A Conceptual Model for Understanding Self-Directed Learning in Online Environments. Journal of Interactive Online Learning, v. 6, n. 3, p. 27–42, 2007.

STANLEY, Graham. Language learning with technology: Ideas for integrating technology in the classroom. Cambridge: Cambridge University Press, 2013.

THOMSON, Ron I.; DERWING, Tracey M. The Effectiveness of L2 Pronunciation Instruction: A Narrative Review. Applied Linguistics, v. 36, n. 3, p. 326–344, 2015. DOI: 10.1093/applin/amu076.

UNESCO. Global Education Monitoring Report 2023: Technology in education – A tool on whose terms? 1. ed. Paris: Unesco, 2023.

ZIMMER, Márcia; SILVEIRA, Rosane; ALVES, Ubiratã Kickhöfel. Pronunciation Instruction for Brazilians: Student’s Book. Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2009.