INTRODUCTION
In
recent years some changes have occurred in our world. Grand-Clement (2017) stated
that technological tools are a great educational resource. However, technology
will not reduce the role of teachers in education, but educators will use it to
make education more flexible and accessible. Twining et al. (2013) agreed that
to effectively educate people, some changes must occur. They also stated that
the educational community must see technology as an opportunity to introduce
new goals, structures, and roles that support these changes.
Web-based
tools for speech could be used for many different purposes such as education,
business, translation, and document classification (Phung et al.,2021). Along
with web-based speech tools there are some applications that take advantage of
speech interface such as dictations tools (Tebelskis,1995). Furthermore, there
are plenty of spoken language materials such as audios, videos, etc. Nevertheless,
in order to access to that content, it would be necessary to transcribe. That is
why an automatic speech recognition (ASR) systems are required (Denisov et al.,2019).
The
main purpose of this research work is to determine the importance of web-based
speech to text tools. Phung et al., (2021) added that it is useful to use
web-based speech tools with educational purposes to help people who want to
learn any new target language and practice it. For the most part it is aimed to
analyze how useful is it for learning another language through (ASR) to text.
Automatic
Speech recognition is used to describe the ability to understand spoken
languages (Levis & Suvorov, 2012). ASR is a technology based on developed
speech to text recognition, which, with proper use, can be useful in
pronunciation training. Therefore, the learning process becomes more realistic
and interesting thanks to the ability of the computer to interpret the
student's voice and response, it also provides feedback on the learner’s
pronunciation (Liu et al., 2019).
Speech
recognition system: speech-to-text is the process of converting an acoustic
signal which is captured using a microphone to a set of words. The recorded
data can be used for document preparation among many other uses (Prasad, 2015).
Phung
et al., (2021) concluded that the benefits of speech to text are as follows.
Ease
of communication:
it will provide an opportunity to easily communicate with others via text
message as it can be dictated by the user and converted to text to be sent to
the receiver.
Linguistic
preservation:
it can be used as a tool to
encourage
the use of the language as a medium of
communication.
It is therefore important to exclude
features
like code-mixing and code-switching and
incorporate
linguistic features to facilitate the process of linguistic preservation by the
community.
Time saved with
increased efficiency and less paperwork: When traditional method is replaced
with a mobile transcription app to speak into, one is able to boost their
writing speed by nearly 4 times, an average of 150 words per minutes using a
speech-to-text app.
Multitasking: Dictation on the
go - eliminating
the
need to perform dictation tasks on larger and more cumbersome devices such as
laptops or personal computers.
Accessibility: Devices such as
mobile phones,
tablets,
and personal computers (PC) can be easily
handled
using the developed system.
The
use of automatic speech recognition (ASR) or web-based speech to text tools can
help learners sound more comfortable when speaking. For skills training,
speaking with ASR was helpful for students in EFL settings. Although recording
and monitoring were not unfamiliar to the learners, they responded favorably
when they were linked with technology. Learners demonstrated good attitudes
towards the use of ASR in learning English and it made the speaking activity
more dynamic and motivated student performance (Ahn & Lee, 2016).
This
approach promises a stress-free environment, which motivates students to
contribute more as independent learners. It is highly important since it may
have a big impact on how well learners pronounce words (Yaniafari & Olivia,
2022). For teaching the new abilities, the teacher employs many techniques. The
teaching-learning process has recently concentrated on the classroom as well as
teaching and evaluation methods. ASR technology can be used to assist different
speaking practice methods and provide real-time feedback on many aspects of
language competency, such as pronunciation and usage of the target language, to
help learners improve their speaking abilities (Jiang et al., 2021).
On
the other hand, pronunciation is one of the language skills that international
students must learn to improve their communication skills. Pronunciation is the
process of producing speech sounds to convey ideas (Yoshida, 2016). Tergujeff
(2013) emphasized that a key component of pronunciation instruction is what to
teach about it. Teachers need to take into account certain important aspects of
pronunciation. First of all, they need to be aware that there will be as many
different pronunciation problems as there are students. Teachers should also be
aware of the main language phonetic framework impedances. Lastly, they should
be concerned that they are expected to have accurate hypothetical articulation
information as well as palatable knowledge of variations and contrasts.
Additionally,
speaking clearly requires good pronunciation. In this sense, segmental features
and suprasegmental features both contribute to the creation of sounds in
English (Gilakjani, 2012). The suprasegmental qualities are connected to units,
like stress and tone, that span many sounds in an utterance. Learners should be
aware of suprasegmental qualities in order to improve their pronunciation.
Understanding the meaning of speakers is more important than just perfecting
one's pronunciation (Ahmadi, 2018). In contrast, vocal-tract gestures are the
units of segmental representation for particular vowels and consonants, which
are segmental elements of the sound system (Hosseini et al., 2013).
Also,
there are several strategies to enhance the English pronunciation. The covert
rehearsal, is known as private practice, is the practice of speaking English
aloud while the learner is alone. Anyone can auto evaluate the pronunciation if
it is correct or incorrect by selecting words that people want to learn. The
self-monitoring strategy involves focusing on a particular element of grammar
or speech, for instance, the past tense of verbs. First, the student selects
the language feature he wants to learn. Then learners start self-monitoring
during a conversation and evaluates language progress. Finally, learners
improve the harder aspect of his speech (Jensen, 2011). Apart from this, Pawlak
(2018) mentioned the six language learning strategies related to pronunciation:
Cognitive
strategy:
Consist in using media, telling stories, repeating or talking with foreign
people in order to practice the pronunciation.
Memory
strategy:
The learner repeats a statement many times, relating the manner a word or sound
is pronounced to a context in which it was heard.
Compensation
strategy:
It refers to guess the pronunciation of a new word and try to avoid
limitations.
Metacognitive
strategy:
It involves taking charge of own learning by centering, planning, and
evaluating oneself. For example, taking note of mouth movements or lip
movements, read up on the rules of the target language and put into practice
the pronunciation.
Social
strategy: It
entails asking for help, cooperate, interact and empathizing with others.
Affective
strategy:
Being amusing when people mispronounce words and then ask the tutor to
pronounce the word well or to look for the correct pronunciation.
MATERIALS AND METHODS
The
investigation was carried out based on the mixed approach, qualitative and
quantitative. A survey was used to gather qualitative data. Furthermore, the
textual data collected through the survey was described and compared with the
data previously evaluated. A total of 73 university students (33 males and 40
females) were enrolled in this study. The data was collected through a survey
with 31 items on a Likert scale and,3 open-ended questions. It was validated by
experts as well as the coefficient Cronbach’s Alpha, which resulted in 0,856.
In this sense, Macnaughton (1996) stated that the qualitative approach allows
the study things in their natural environment, and the interpretation of the
phenomena in terms of the meanings that individuals give them. This includes
field notes, surveys, conversations, recordings, and private notes. In
contrast, this research work had a quantitative approach due to the fact that
the variables were susceptible to being observed and measured. The results
obtained from the survey applied to the students were examined and compared
through numbers. This approach basically involves gathering numerical data to
describe a specific phenomenon, and certain questions appear to be naturally adapted
to being addressed with quantitative methods. Eventually, it provides
statistical analysis via statistical comparison of the data collection
groupings.
Descriptive
research was applied because the data and results obtained were analyzed and
described to determine the precision and the point of view of the students. It
took place in the classroom, in an environment where students perform
naturally. It consisted of collecting the data from the survey and describe the
real information that students completed according to their own experience and knowledge.
Kothari (2004) pointed out that the goal of a descriptive research study is to
describe the qualities of a certain person or group. This research is focused
on making specific predictions and narrating information about facts and
features related to people, organizations, or circumstances. The purpose of
this research was to gather accurate and reliable data, hence the method to be
utilized must be properly designed. It is essential to clearly define the
objectives of descriptive research in order to guarantee that the information
gathered is pertinent. The researcher may then employ one or more of these techniques
to obtain the data: surveys, observation, questionnaires, interviewing,
examination of records, etc. Lastly, descriptive research focuses on describing
the features of a certain person or group are known as descriptive research
studies. The researcher should be able to determine precisely what researchers want
to assess, discover appropriate ways to use it, and define precisely the
population he wants to examine.
RESULTS
AND DISCUSSION
The results of
this current study were based on the three research questions. The three research
questions were:
1.
What are
learners’ perspectives on web-based speech-to-text tools?
2.
To what
extend do web-based speech-to-text tools benefit the English pronunciation?
3.
What are
the strategies that learners use to improve their pronunciation?
Analysis and interpretation
Research
question number one: 1. What are learners’ perspectives on web-based
speech-to-text tools? The results showed that the students consider that web-based
speech-to-text tools are quite useful due to the fact that the accessibility, free
access without any registration are the things that they like the most. These characteristics
allow students to work freely with the applications. Consecutively, the
applications adapt to the students’ voice while they are using the apps. This
indicates that the application adjusts the voice of a new speaker and recognizes
the words easily. Moreover, when learners practice their pronunciation by
saying different words, dialogues, etc., web-based speech-to-text tools write
what they understand and change them into text. Meanwhile, when they
mispronounce a word, the apps write other words instead. If there is an
inaccurate pronunciation, the software will not write the correct phrase. In
this regard, when the app does not write the word the students pronounced, they
practice until the correct word is written. Most of the times teachers just
teach different rules to improve pronunciation. Yet, these tools will provide
learners stress-free environment, which motivate them learning meaningfully.
|
Item
|
Mean
|
|
Web-based speech-to-text
tools
recognize what I say.
|
3,88
|
|
When I speak,
the web-based
speech-to-text tools
adapt to my voice.
|
4,03
|
|
When I say a
phrase, the web-based
speech-to-text tools
recognize and writes it.
|
3,96
|
|
When I practice
with web-based
speech-to-text tools,
they have a high range of vocabulary.
|
3,92
|
|
I have free
access to the application, without the need to register or create an account.
|
4,66
|
|
When I practice
my pronunciation by saying different words, dialogues, etc., the web-based speech-to-text
tools
write them into a text.
|
4,25
|
|
When I
mispronounce a word, the web-based speech-to-text tools write another word instead.
|
4,32
|
|
When
the web-based
speech-to-text tools
do not write the word I pronounced, I practice until the correct word is
written.
|
4,40
|
Table
1:
Perspectives of web-based
speech-to-text tools
Analysis
and interpretation
Research
question number two: To what extend do web-based speech-to-text tools
benefit the English pronunciation? Results showed that when students use web-based
speech-to-text tools, they have the opportunity to focus on their specific
pronunciation difficulties. As a result of this, they concentrate on
their individual learning challenges. Most students think that web-based
speech-to-text tools are an effective means of teaching and learning the
English pronunciation. Therefore, it assists students in developing their oral
communication abilities. Also, web-based speech-to-text tools help learners
to improve their pronunciation and their speaking skill. Thus, students would
use web-based speech-to-text tools to improve their pronunciation features such
as intonation, stress, etc to practice the segmental and suprasegmental
features of pronunciation. In contrast, when students practice their
pronunciation with web-based speech-to-text tools, they sometimes prefer to
work independently the most.
|
Item
|
Mean
|
|
When I use web-based
speech-to-text tools , I have the opportunity to focus on my specific pronunciation
difficulties.
|
4,29
|
|
I think that working with app promises a stress-free
environment, which motivates me a better learning.
|
4,11
|
|
I think, web-based
speech-to-text tools could be an effective means of teaching and learning the
English pronunciation.
|
4,15
|
|
When I practice my pronunciation with web-based
speech-to-text tools , I prefer to work with the whole class.
|
3,08
|
|
Web-based
speech-to-text tools help me to improve my pronunciation and my speaking skill.
|
4,30
|
|
I would use web-based speech-to-text tools to
improve my pronunciation features (intonation, stress, etc).
|
4,14
|
Table
2:
Benefits of web-based speech-to-text tools
Analysis
and interpretation
Research
question number three: What are the strategies that learners use to improve
their pronunciation? According to the results, the majority of the students
use the cognitive strategy because they practice their pronunciation by using
media. For example, with audio, music, watching series, and movies on Netflix
or listening to podcasts on YouTube or Spotify. Nevertheless, they rarely
practice their pronunciation by talking to foreigners. Another strategy that
students use the most is self-monitoring because they pay close attention to their
pronunciation during a conversation and they pay close attention to one
specific aspect of pronunciation, for instance, verb tenses. In addition, the
students practice their pronunciation by talking to themselves and it indicates
that they often use the covert rehearsal strategy. On the other hand, learners
hardly ever work with metacognitive strategy since they seldom take notes of
their mouth or lips movements to check their pronunciation; and they not often
study the pronunciation rules of words to pronounce them correctly.
|
Item
|
Mean
|
|
I practice my pronunciation by talking to myself.
|
4,16
|
|
I pay close attention to my pronunciation during a conversation.
|
4,16
|
|
I pay close attention to one specific aspect of pronunciation,
for example, past tense verbs.
|
3,81
|
|
I practice my pronunciation by telling stories.
|
3,66
|
|
I practice my pronunciation by using media. For example, with
audio, music, watching series, and movies on Netflix or listening to podcasts
on YouTube or Spotify.
|
4,37
|
|
I practice my pronunciation by talking to foreigners.
|
2,82
|
|
I practice my pronunciation by listening and repeating many
times the words and sentences.
|
4,01
|
|
I repeat the pronunciation of a word when I remember a situation
in which I heard it.
|
4,12
|
|
I guess the pronunciation of the words when I see new
vocabulary.
|
4,10
|
|
I take notes of my mouth movements or lips movements to check my
pronunciation.
|
2,59
|
|
I study the pronunciation rules of words to pronounce them
correctly.
|
3,21
|
|
I ask for help if I cannot pronounce a word correctly.
|
3,78
|
|
When I practice pronunciation, I prefer to work with my teacher.
|
3,10
|
|
When I mispronounce a word, I do not pay attention to the mistake.
|
2,64
|
|
When I mispronounce a word, I make fun of it, and I correct the
mistake immediately.
|
3,58
|
Table
3: Strategies
to improve students’ pronunciation
Additionally,
students use the memory strategy when they practice their pronunciation by listening
and repeating the words and sentences many times. Learners repeat the
pronunciation of a word when they remember a situation in which they heard that
word. Moreover, students guess the pronunciation of words when they see new
vocabulary. Thus, this way they practice with the compensation strategy.
However, the participants sometimes choose the social strategy, when they occasionally
work with their teacher. They use the affective strategy, when they
mispronounce a word, they do not pay attention to the mistake.
|
Question 1
|
Answer
|
Total
|
|
What kind of applications do
you use to improve your pronunciation?
|
Cambridge dictionary
|
2
|
|
My English lab
|
2
|
|
Youtube
|
2
|
|
Windows 10 and Microsoft Word speech
recognition.
|
4
|
|
None
|
4
|
|
Google: dictation, translation, voice.
|
5
|
|
Other applications (Tandem, BoldVoice,
Cake, HelloTalk, Reverso Context, Speak 6
English Pronunciation)
|
6
|
|
Elsa Speak
|
10
|
|
Speechnotes (web-based speech to
text tool)
|
10
|
|
Duolingo
|
28
|
|
Total
|
73
|
|
Question 2
|
Answer
|
Total
|
|
What are the benefits of
using Web-based speech-to-text tools to improve your pronunciation?
|
I can practice more my speech delivery.
|
1
|
|
I can recognize my pronunciation mistakes.
|
1
|
|
I laugh with my partner.
|
1
|
|
Improve my accuracy in
pronunciation.
|
1
|
|
I could practice stressed words and
intonation.
|
3
|
|
I can improve my speaking and communicative skills.
|
8
|
|
I improve my fluency.
|
11
|
|
I practice my pronunciation with motivation.
|
12
|
|
I improve my pronunciation.
|
35
|
|
Total
|
73
|
|
Question 3
|
Answer
|
Total
|
|
What kind of strategies do
you use to improve your pronunciation?
|
By playing videogames.
|
1
|
|
By singing songs.
|
1
|
|
None.
|
1
|
|
Roleplaying with my friends.
|
1
|
|
Singing karaoke.
|
1
|
|
Practicing with foreigners.
|
6
|
|
Studying pronunciation rules.
|
6
|
|
Dictating.
|
7
|
|
Listening to podcasts or Music.
|
9
|
|
Watching videos in English.
|
9
|
|
Working with an application.
|
9
|
|
Repeating sounds and words.
|
22
|
|
Total
|
73
|
Table
4: Open-ended
questions
Analysis
and interpretation
Table
4 presents the results of the open-ended questions used to reinforce the
research questions:
The
first open-question, what kind of applications do you use to improve your
pronunciation? The principal application that a big part of students (28)
prefer to use to improve their pronunciation is Duolingo. This free application
is famous for the different activities they offer to develop the English skills
(listening, writing, reading and speaking) followed by grammar and
pronunciation. Another popular application that 10 learners use is Elsa Speak.
It is focused only on pronunciation activities. Speechnotes, which is a
web-based speech-to-text tool was given 10 marks, so that students said they would
like to use it to practice their pronunciation. A small number of participants
(2) make use of the MyEnglishlab platform to train their pronunciation despite
the fact that it is a platform they manage during their college studies.
Additionally, the rest of the interviewees work with other applications for
pronunciation, for instance, HelloTalk, Tandem, Google dictation, Google
translation, Google voice, YouTube and among others.
The
second open-question, what are the benefits of using an application like web-based
speech-to-text tools to improve your pronunciation? Learners realize many
benefits of web-based speech-to-text tools application. A large number of
students (35) stated that they can improve their pronunciation while they are
training with web-based speech-to-text tools. Some other benefits, that 11
students considered important, were the opportunity to work with these tools to
improve their fluency, their oral communication abilities, as well as correct
speech. Moreover, 12 learners indicated that they practice their pronunciation
motivation, and it encourages students to perform pronunciation tasks in an
effective and interactive learning environment. In addition, 8 learners could
improve their speaking and communicative skills and 3 could practice stressed
words and intonation which corresponds to the segmental and suprasegmental
features.
The
third open-ended question, what kind of strategies do you use to improve
your pronunciation? According to the results, 22 interviewees claimed that
the principal strategy they use to improve their pronunciation is by repeating
sounds and words. It is common that students listen and repeat the
pronunciation of new words either listening to audios in English or to their
teacher. Consequently, 27 learners pointed out that the strategies that they
use most of the time are by using media: 9 of them prefer listening to podcasts
or music; the other 9 would rather watch videos in English, and the last 9 learn
to work with an application. This means that the use of technology it is quite
effective to improve pronunciation by using various applications, listening to
podcasts or music, or simply watching videos in English is a useful strategy.
Hence, most of them have easy access to it, which can develop interactive
activities in a context closer to English pronunciation. However, 7 learners
practice their pronunciation by dictating and 6 study pronunciation rules.
These results suggest that a great deal of students do not know much about
these tools. Finally, it is possible to remark that only 2 students sing songs
in order to practice their pronunciation. This indicates that even though
teachers carry out tasks with songs in their classes, it is not the main method
to practice pronunciation, the way many teachers assume it hapens.
Discussion
Question
1: What are learners’ perspectives on web-based speech-to-text tools? participants
observed that the web-based speech-to-text tools adapt to their voice when they
speak. Nevertheless, they realized that it occasionally fulfills with the
speech continuity and vocabulary size dimensions for the reason that it seldom
recognizes the spoken words or phrases; and when they practice with the
application, it regularly has a high range of vocabulary. In this sense, Levis
and Suvorov (2012) described the principal dimensions that web-based
speech-to-text tools application have are: speaker independent, when the
system adapts to the voice of a new speaker; speech continuity is related to
the recognition of spoken words, and phrases, and converts them into text.
Finally, the vocabulary size represents the variety of vocabulary that the
system has.
The
results showed that web-based speech-to-text tools respects the speech
recognition phase when learners practice their pronunciation by saying
different words, dialogues, etc., it writes them into a text. Also, the tools
comply the error diagnosis phase is when the application does not write the
word they pronounced, they practice until the words or phrases are written
correctly. In addition, it follows the feedback presentation phase because the
learners ask for help if a word is mispronounced. Neri et al. (2003) explained
the principal phases that web-based speech-to-text tools application
contains: error diagnosis phase and feedback presentation phase. The speech
recognition phase which the system recognizes the incoming speech signal and
writes it into text. The error diagnosis phase is when the participants speak
too quickly or incorrectly, the application will write another word instead
(Nurjanah et al., 2019). Finally, feedback appears to be efficient when the
teacher constantly monitors the learners' progress to guide the progress of
speaking skills pronunciation (Yaniafari & Olivia, 2022).
Question
2: To what extend do web-based speech-to-text tools benefit the English
pronunciation? It can be shown that while the participants were practicing
their pronunciation with web-based speech-to-text tools, it was possible to
realize some benefits that Gottardi et al. (2022) mentioned: these tools facilitate
the extensive practice of segmental and suprasegmental features of the
language, from minimal pair to mirroring famous speeches or rehearsing
presentations. It would help learners to improve students’ pronunciation and
oral communication skills, speaking fluency, and accuracy. These tools allow
learners to focus on their specific difficulties and work independently.
In this wise, the results showed that the implementation of the web-based
speech-to-text tools application in class would help learners to improve
their pronunciation and their speaking skill. Learners could work with words,
for example, minimal pairs, and following phrases that students consider are
difficult for them to pronounce. Also, when they used web-based speech-to-text
tools, they had the opportunity to focus on their specific pronunciation difficulties,
as a result, they concentrated on their learning challenges.
Furthermore,
the speech to text tools would assist students in developing their oral
communication abilities because they think, they could be an effective means of
teaching and learning English pronunciation. Nevertheless, the students would
sometimes prefer to train their pronunciation with the whole class or with a
classmate, which means that they would rather work on their own. In addition,
learners would use web-based speech-to-text tools to improve their
pronunciation features, this way, they could realize their pronunciation errors
and improve them. In this regard, Pourhosein and Sabouri, (2017) concluded that
computer technology can be an effective means of teaching English pronunciation
especially on pronunciation features. Some of them involve speech rate,
fluency, and liveliness, intonation, pronunciation quality of individual words.
Therefore, teachers can use computer in their pronunciation classes to improve
these features. It can provide them an interactive learning environment in
different modes such as whole class, small group or pair, and teacher to
student.
Question
3: What are the strategies that learners use to improve the English
pronunciation? The principal strategies that students use are the covert
rehearsal strategy when they practice their pronunciation by talking to themselves.
They make emphasize individual pronunciation activities. The self- monitoring
strategy is drawn upon by students when, during a conversation, they pay close
attention to their pronunciation, and one specific aspect of it, for example,
verb tenses. These two learning approaches reflects that they enjoy the
autonomous work. Contrasted with Jensen (2011), the covert rehearsal strategy
allows learners to focus on practicing their pronunciation on their own by
talking with themselves. Subsequently, self-monitoring entails paying attention
to specific aspect of grammar or speech and students assesses their
advancement.
Students
hardly ever use the metacognitive strategy because few of them pay close
attention to the pronunciation rules to check their pronunciation or their
mouth movements. Furthermore, most of the time, learners not frequently prefer
the social strategy because they work alone when they practice their
pronunciation, and they sometimes request the advice of a teacher for a
mispronounced word or phrase. Also, the affective strategy is occasionally used
by the participants. They sometimes make jokes or fun with the wrong pronunciation
of words. Consequently, Oxford (1989) explained that students often get
confused when the rules and new vocabulary are presented, and they feel
suffocated if they make mistakes with the metacognitive strategy. In regard of
the social strategy, it is possible to contrast that it is important and
recommended for learners to practice the communicative skills with a partner or
cooperate with others, and if they have doubts, ask for help from the teacher.
Moreover, the affective strategy is related to the attitude’s emotions, a
positive attitude. In this vein, students have an enjoyable and effective
atmosphere because of the good sense of humor with their mispronunciation.
Additionally,
the majority of the students prefer the cognitive strategy the most because
they usually make the use of media, for instance, they listen to music or
podcasts, and watch videos in English for practicing their pronunciation, as
well, they occasionally read aloud or tell stories. On the other hand, they
almost never practice their pronunciation by talking with foreign people. In a
somewhat similar vein, the memory strategy is the second strategy that learners
employ the most. In fact, they frequently practice their pronunciation by
listening and repeating several times the words and sentences, and when they
associate them with a situation in which they heard them. Considering the compensation
strategy, it is another one that students prefer to use. When they see new
vocabulary or words, they use to guess their pronunciation. Pawlak (2018)
explained that the cognitive strategy is more used by students because of the
variety of resources they choose to enhance their pronunciation. however, they
do not naturally practice with foreigners since they are not in a native
speaking environment. Otherwise, memory is the kind of strategy that benefits
students in remembering the pronunciation and sounds of words while they
remember different situations, they were exposed. Finally, it is common for
learners when they produce sounds from words as they think their pronunciation
is, they apply the compensation strategy.
CONCLUSIONS
According
to the interviewees, the most important dimension and phases that web-based
speech-to-text tools have are speaker dependence when speakers say words
through the application, it adapts to their voice works without the need to
register. The speech continuity is a dimension which the application recognizes
and writes a word or phrase. The participants asserted that web-based
speech-to-text tools have the advantage of having free access. This is evident
when they downloaded the application, they used it instantly. Furthermore, web-based
speech-to-text tools comply with the phases of speech recognition because
converts the spoken words into text. Meanwhile, the error diagnosis phase is
associated with a mispronounced word or phrase that is written instead of the
correct one in the web-based speech-to-text tools application. Finally, if
the speaker asks for help or keep practicing until the word is written
correctly, the feedback phase is applied.
It
was possible to identify the benefits of the web-based speech-to-text tools.
They reside in the following pillars. It promotes concentration on the
individual learning challenges and brings an effective and stress-free
environment with motivation as it encourages students to state their points of
view according to their preferences. Secondly, these tools allow the practice
of segmental and suprasegmental features, and it promotes the improvement of pronunciation
and speaking skill. Last but not least, it assists students to develop their
oral communication abilities since it could be an effective means of teaching
and learning English pronunciation. Web-based speech-to-text tools promote
autonomy in L2 students, as a result, they prefer to perform the pronunciation
activities on their own.
The
principal strategies the students frequently use to improve their pronunciation
are the covered rehearsal, indeed, learners practice their pronunciation by
themselves in the target language, talking, or listening carefully to their
utterances while speaking. Moreover, they showed a particular interest in the
memory strategy, in view of the fact that, repeat the sounds and words that
associate with situations that they have heard. Regarding the cognitive
strategy, learners preferred the use of different resources especially social
media. Most of the time, they make use of it to practice their pronunciation by
listening to music, podcasts, or watching videos or movies in or out of
classes. However, they almost never practice talking to foreigners. It means
that learners are not exposed to an English language environment with native
speakers. Also, it is worth mentioning that the social strategy is occasionally
used by the participants which are related to practicing with a partner or
asking for help if it is needed. They frequently prefer to work independently.
Finally, they rarely take advantage of the metacognitive strategy because they
hardly ever study the pronunciation rules which reveals that they employ the
compensation strategy because they often guess the pronunciation of the words
if new vocabulary is presented.
AUTHORS CONTRIBUTION
Xavier
Sulca-Guale and Adriana Nicole Lozano Celleri wrote, revised the article as
well as created the survey and surveyed all participants. Marbella Cumanda
Escalante Gamazo revised and provide feedback to the article. Rafael Ricardo
Arias Huertas wrote a part the introduction and revised the article.
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