All-Talk: Enhancing EFL Pronunciation With Microsoft Azure Speech Services
Main Article Content
Abstract
This study introduces ALL-Talk, a web-based autonomous learning platform designed to enhance English-speaking skills among EFL students. Informed by extensive literature on second language speech influences, speaking anxiety, corrective feedback, and technology integration in language learning, ALL-Talk leverages Microsoft Azure’s capabilities, including Text-to-Speech, Automatic Speech Recognition, Automatic Pronunciation Assessment, and immediate visual feedback mechanisms. ALL-Talk was evaluated over ten weeks with 17 EFL undergraduate students, focusing on enhancing their Business English communicative skills through improved fluency and pronunciation. Although changes in fluency between the pre-test and post-test were not statistically significant, t(16) = 1.29, p = .215, 95% CI [-2.19, 9.01], d = 0.31, male students improved significantly in overall pronunciation accuracy, t(5) = 3.19, p = .024, 95% CI [1.61, 15.06], d = 1.30. Additionally, both genders improved significantly in pronouncing /dʒ/, /z/, and /θ/. Preliminary evaluation and feedback indicate potential for ALL-Talk to support autonomous learning and speaking improvement in EFL contexts. However, future research should incorporate a longer evaluation period to yield more substantial research outcomes.
Article Details
References
Ali, T., & Fei, W. (2017). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics & English Literature, 6(1), 305-310. https://doi.org/10.7575/aiac.ijalel.v.6n.1p.305
Alomari, N. M. (2024). Action research in ESL: Enhancing English oral proficiency in an asynchronous speech course. Journal of Language Teaching and Research, 15(1), 1-8. https://doi.org/10.17507/jltr.1501.01
Alutaybi, M. M., & Alfares, N. S. (2024). EFL teachers’ perspective of teaching large online classes: Issues and challenges. Journal of Language Teaching and Research, 15(1), 255-262. https://doi.org/10.17507/jltr.1501.28
Baker-Smemoe, W., Dewey, D. P., Brown, J., & Martinsen, R. A. (2014). Variables affecting L gains during study abroad. Foreign Language Annals, 47, 464-486. https://doi.org/10.1111/flan.12093
Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058-1089. https://doi.org/10.1080/09588221.2020.1770293
Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2024). I can speak: Improving English pronunciation through automatic speech recognition-based language learning systems. Innovation in Language Learning and Teaching. 1–19. https://doi.org/10.1080/17501229.2024.2315101
Behr, N. S. (2022). English diphthong characteristics produced by Thai EFL learners: Individual practice using PRAAT. Computer Assisted Language Learning Electronic Journal, 23(1), 401-424. http://callej.org/journal/23-1/Behr2022.pdf
Bergmann, C, Sprenger, S. A., & Schmid, M. S (2015). The impact of language co-activation on L1 and L2 speech fluency. Acta Psychologica, 161, 25-25. https://doi.org/10.1016/j.actpsy.2015.07.015
Brett, D. (2004). Computer generated feedback on vowel production by learners of English as a second language. ReCALL, 16(1), 102-113. https://doi.org/10.1017/S0958344004000813
Bryla-Cruz, A. (2021). The gender factor in the perception of English segments by non-native speakers. Studies in Second Language Learning and Teaching, 11(1), 103-131. https://doi.org/10.14746/ssllt.2021.11.1.5
Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins Publishing Company.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
De Jong, N. H. (2018). Fluency in second language testing: Insights from different disciplines. Language Assessment Quarterly, 15(3), 237-254. https://doi.org/10.1080/15434303.2018.1477780
Derwing, T. M., & Munro, M. J. (2015). Pronunciation Fundamentals: Evidence-Based Perspectives for L2 Teaching and Research. John Benjamins Publishing.
Eric-Urban. (2023). Transparency note and use cases for pronunciation assessment - azure AI services. Microsoft. https://learn.microsoft.com/en-us/legal/cognitive-services/speech-service/pronunciation-assessment/transparency-note-pronunciation-assessment
Fathi, J., Derakhshan, A., & Torabi, S. (2020). The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners. Sage Open, 10(2). https://doi.org/10.1177/2158244020933878
Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). Sage Publications.
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa Soler, F. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181-196. https://doi.org/10.1080/09571736.2013.784345
Gabriel, R. (2023). Noises and colors: Two untraditional methods of teaching ESL/ EFL pronunciation. Journal of Language Teaching and Research, 14(4), 882-892. https://doi.org/10.17507/jltr.1404.04
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/10.1080/09588221.2012.700315
Haggag, H. M. (2018). Teaching phonetics using a mobile-based application in an EFL context. European Scientific Journal, 14(4), 189-204. https://doi.org/10.19044/esj.2018.v14n14p189
Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15(1), 3-20. https://doi.org/10.1017/S0958344003000211
Huang, X., & Jia, X. (2016). Corrective feedback on pronunciation: Students’ and teachers’ perceptions. International Journal of English Linguistics, 6(6), 245-254. https://doi.org/10.5539/ijel.v6n6p245
Isarankura, S. (2015). Using the audio-articulation method to improve EFL learners’ pronunciation of the English /v/ sound. Thammasat Review, 18(2), 116-137. https://sc01.tci-thaijo.org/index.php/tureview/article/view/67878
Kahveci, M. (2010). Students’ perceptions to use technology for learning: Measurement integrity of the modified Fenneme-Sherman attitudes scales. The Turkish Online Journal of Educational Technology, 9(1). http://www.tojet.net/articles/v9i1/9121.pdf
Kostromitina, M. & Miao, Y. (2024). Listener perception of appropriateness of L1 and L2 refusals in English. Studies in Second Language Learning and Teaching, 14(2), 291-310. https://doi.org/10.14746/ssllt.38438
Kusuma, I. P. I., Pratiwi, N.P.A., Paramartha, A. A. G. Y., & Utami, I. A. M. I. (2022). Can e-portfolios reduce foreign language anxiety in online speaking courses during the Covid-19 pandemic? Computer Assisted Language Learning Electronic Journal, 23(2). 38-55. https://callej.org/index.php/journal/article/view/395/323
Lai, Y.-S., Tsai, H.-H., & Yu, P.-T. (2009). A multimedia English learning system using HMMs to improve phonemic awareness for English learning. Educational Technology & Society, 12(3), 266-281. http://doi.org/10.1109/MUE.2007.30
Lakens D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863
Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387-417. https://doi.org/10.1111/j.1467-1770.1990.tb00669.x
Leong, L., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Leviakandella, N. (2022). English students’ problems in pronouncing unexist English vowels and consonants in Indonesian language. Teaching English and Language Learning English Journal, 2(1), 81-89. https://doi.org/10.36085/telle.v2i1.3328
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377. https://doi.org/10.2307/3588485
Louhiala-Salminen, L & Kankaanranta, A. (2011). Professional communication in a global business context: The notion of global communicative competence. IEEE Transactions on Professional Communication, 54(3), 244-262. https://doi:10.1109/TPC.2011.2161844.
Mackey, A., & Gass, S. M. (2022). Second language research: Methodology and design (3rd ed.). Routledge.
Moxon, S. (2021). Exploring the effects of automated pronunciation evaluation on L2 students in Thailand. IAFOR Journal of Education: Language Learning in Education, 9(3), 41-56. https://doi.org/10.22492/ije.9.3.03
Moxon, S. (2023). Pronunciation Coach 3D, Computer Assisted Language Learning Electronic Journal, 24(1), 205-221. https://old.callej.org/journal/24-1/Moxon2023.pdf
Moxon, S. (2024). A review of the website Pronounce.com. Computer Assisted Language Learning Electronic Journal, 25(3), 195-212. https://callej.org/index.php/journal/article/view/22/397
Ngo, T. T. -N., Chen, H. H. -J., & Lai, K. K. -W. (2023). The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis. ReCALL, 36(1), 1-18. https://doi.org/10.1017/S0958344023000113
Norris, J. M., & Ortega, L. 2000. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning, 50(3), 417-528. https://doi.org/10.1111/0023-8333.00136
Nushi, M., & Sadeghi, M. (2021). A critical review of ELSA: A pronunciation app. Computer Assisted Language Learning Electronic Journal, 22(3), 287-302. https://callej.org/index.php/journal/article/view/365/295
Olson, D. J. (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
Olson, D. J., & Offerman, H. M. (2021). Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches. Journal of Second Language Pronunciation, 7(1), 89-115. https://doi.org/10.1075/jslp.20005.ols
Pennington, M. C., & Rogerson-Revell, P. (2018). Using technology for pronunciation teaching, learning, and assessment. Research and Practice in Applied Linguistics, 235-286. https://doi.org/10.1057/978-1-137-47677-7_5
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
Rogerson-Revell, P. M. (2021). Computer-assisted pronunciation training (CAPT): Current issues and future directions. RELC Journal, 52(1), 189-205. https://doi.org/10.1177/0033688220977406
Setter, J., & Jenkins, J. (2005). State-of-the-art review article: Pronunciation. Language Teaching, 38(1), 1-17. https://doi.org/10.1017/S026144480500251X
Sridhanyarat, K. (2017). The acquisition of L2 fricatives in Thai learners’ interlanguage. The Southeast Asian Journal of English Language Studies, 23(1), 15-34. http://doi.org/10.17576/3L-2017-2301-02
Storkel, H. L. (2003). Learning new words II: Phonotactic probability in verb learning. Journal of Speech, Language, and Hearing Research, 46(6), 1312-1323. https://doi.org/10.1044/1092-4388(2003/102)
Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: A mixed methods investigation. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1210187
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
Tavakoli, P., & Hunter, A.-M. (2018). Is fluency being ‘neglected’ in the classroom? Teacher understanding of fluency and related classroom practices. Language Teaching Research, 22(3), 330-349. https://doi.org/10.1177/1362168817708462
Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344. https://doi.org/10.1093/applin/amu076
Van den Doel, R., Pinget, A.-F. C. H., & Quené, H. (2018). Non-native attitudes to /θ/ and /ð/: A European case study. Research in Language, 16(4), 407-427. https://doi.org/10.2478/rela-2018-0020
Wiboolyasarin, W., Tiranant, P. Khumsat, T., Ngamnikorn, T., Wiboolyasarin, K., Korbuakaew, S., & Jinowat, N. (2023). Preferences for oral corrective feedback: Are language proficiency, first language, foreign language classroom anxiety, and enjoyment involved? Journal of Language and Education, 9(1), 172-184. https://doi.org/10.17323/jle.2023.16141
Yau, H. K., & Cheng, A. L. F. (2012). Gender difference of confidence in using technology for learning. The Journal of Technology Studies, 38(2), 79-79. https://doi.org/ 10.21061/jots.v38i2.a.2
Yu, Z., & Deng, X. (2022). A meta-analysis of gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance across the world. Frontiers in Psychology, 13, 897327. https://doi.org/10.3389/fpsyg.2022.897327
Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners’ speaking skills. Sage Open, 13(3). https://doi.org/10.1177/21582440231193818