Students' Attitudes Toward the Use of Edtech as a Powerful Pronunciation Learning Tool in EFL
DOI:
https://doi.org/10.59024/ijellacush.v2i3.973Keywords:
Learner perspectives, Accent acquisition, EFL settings, AI technology, ELSA Speak applicationAbstract
Effective pronunciation requires more than comprehension. Considering the increasing significance of AI apps, it is imperative to conduct thorough study to evaluate students' opinions towards the ELSA (English Language Speech Assistant) Speak app in English as a Foreign Language (EFL) lessons, specifically in relation to improving pronunciation. Prior studies indicated that students had negative attitudes towards learning English as a foreign language (EFL) due to repetitive textual resources. This research recommends including the ELSA Speak application into English as a Foreign Language (EFL) classroom. This research investigates the utilization of the ELSA Speak application by 20 primary pupils at a B1 proficiency level, with the aim of enhancing their pronunciation skills. Observations and interviews are employed to examine cognitive, emotional, and behavioral components as well as issues related to the ELSA Speak app. The findings suggest that students possess a positive cognitive perspective and are capable of comprehending and incorporating oral pronunciations. The ELSA Speak application encourages the development of analytical thinking and precise articulation. This study highlights the imperative for dynamic language learning methodologies that include cutting-edge technology.
References
Abdaljaleel, M., Barakat, M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D., Mohammed, A. H., Hassan, B. A. R., Wayyes, A. M., Farhan, S. S., Khatib, S. El, Rahal, M., Sahban, A., Abdelaziz, D. H., Mansour, N. O., AlZayer, R., Khalil, R., Fekih-Romdhane, F., Hallit, R., … Sallam, M. (2024). A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-52549-8
Ajzen, I. (2005). Attitudes, personality and behaviour. https://www.google.co.id/books/edition/Attitudes_Personality_and_Behaviour/dmJ9EGEy0ZYC?hl=en&gbpv=0
Al-Qudah, F. Z. M. (2012). Improving English pronunciation through computer-assisted programs in Jordanian universities. Journal of College Teaching & Learning (TLC), 9(3), 201. https://doi.org/10.19030/tlc.v9i3.7085
Arini, D. N., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners’ attitudes. International Journal of Educational Studies in Social Sciences (IJESSS), 2(2), 88–95. https://doi.org/10.53402/ijesss.v2i2.40
Cavus, N. (2016). Development of an intelligent mobile application for teaching English pronunciation. Procedia Computer Science, 102, 365–369. https://doi.org/10.1016/j.procs.2016.09.413
Chai, C. S., Wang, X., & Xu, C. (2020). An extended theory of planned behavior for the modelling of Chinese secondary school students’ intention to learn artificial intelligence. Mathematics, 8(11), 1–18. https://doi.org/10.3390/math8112089
Coşkun, A. (2016). Causes of the “I can understand English but I can’t speak” syndrome in Turkey.
Creswell, J. W., & Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage Publications.
De Houwer, J., Van Dessel, P., & Moran, T. (n.d.). De Houwer Van Dessel TiCS attitudes.
Elimat, A. K., & AbuSeileek, A. F. (2014). Automatic speech recognition technology as an effective means for teaching pronunciation. The JALT CALL Journal, 10(1), 21–47. https://doi.org/10.29140/jaltcall.v10n1.166
Fatemeh, A. (2014). Technology and English language pronunciation. Indian Journal of Fundamental and Applied Life Sciences, 4, 461–465.
Giba, J., & Ribes, R. (2011). Preparing and delivering scientific presentations (Issue September 2016). https://doi.org/10.1007/978-3-642-15889-6
Glikson, E., & Woolley, A. W. (n.d.). Human trust in artificial intelligence: Review of empirical research. Academy of Management Annals (in press). https://www.researchgate.net/publication/340605601
Han, L. (2019). A review of the major varieties of English language. International Education Studies, 12(2), 93. https://doi.org/10.5539/ies.v12n2p93
Harmer, J. (2016). Harnessing technology review 2008: The role of technology and its impact on education (Vol. 5, Issue 2). Elsevier B.V.
Hunt-Gómez, C. I., & Navarro-Pablo, M. (2018). Analysis of pre-service foreign language teachers’ incorrect articulations: Frequency, influence on communication, and a specific corrective strategy. https://www.researchgate.net/publication/330333511
Hussein, N., Rahman, N. A. A., Rusdi, S. D., Omar, M. K., & Aziz, Z. Z. A. (2018). Factors that influence self-perceived academic cheating: An empirical evidence of business students. International Journal of Academic Research in Business and Social Sciences, 8(11), 758–767. https://doi.org/10.6007/ijarbss/v8-i11/4952
Kholis, A. (2021). Elsa Speak app: Automatic speech recognition (ASR) for supplementing English pronunciation skills. Pedagogy: Journal of English Language Teaching, 9(1), 01. https://doi.org/10.32332/joelt.v9i1.2723
Krosnick, J. A. (1989). Attitude importance and attitude accessibility. Personality and Social Psychology Bulletin, 15(3), 297–308. https://doi.org/10.1177/0146167289153002
Kruk, M. (2012). Using online resources in the development of learner autonomy and English pronunciation: The case of individual learners. Journal of Second Language Teaching and Research, 1. https://www.researchgate.net/publication/325662714
Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. https://www.researchgate.net/publication/325661590
Lapiere, R. T. (n.d.). Attitudes vs. actions, 13, 230–237.
Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–138. https://doi.org/10.1080/17501229.2023.2240316
Maknun, J. (2020). Implementation of guided inquiry learning model to improve understanding physics concepts and critical thinking skill of vocational high school students. International Education Studies, 13(6), 117. https://doi.org/10.5539/ies.v13n6p117
McCrocklin, S. M. (2016). Pronunciation learner autonomy: The potential of automatic speech recognition. System, 57, 25–42. https://doi.org/10.1016/j.system.2015.12.013
Noviyanti, S. D. (n.d.). Artificial intelligence (AI)-based pronunciation checker: An alternative for independent learning in pandemic situation.
Richards, J. C. (2001). Curriculum development in language teaching. https://doi.org/10.1017/cbo9780511667220
Saeed Al-Sobhi, B. M., & Preece, A. S. (2018). Teaching English speaking skills to the Arab students in the Saudi school in Kuala Lumpur: Problems and solutions. International Journal of Education and Literacy Studies, 6(1), 1. https://doi.org/10.7575/aiac.ijels.v.6n.1p.1
Samad, I. S., & Ismail, I. (2020). ELSA Speak application as a supporting media in enhancing students’ pronunciation skill. Majesty Journal, 2(2), 1–7. https://doi.org/10.33487/majesty.v2i2.510
Stockwell, G., & Reinders, H. (2019). Technology, motivation and autonomy, and teacher psychology in language learning: Exploring the myths and possibilities. Annual Review of Applied Linguistics, 39, 40–51. https://doi.org/10.1017/S0267190519000084
Sujono, H. S. (2017). Students’ attitudes towards the use of authentic materials in EFL classroom. Journal of English and Education, 5(2).
Vasbieva, D. G., Klimova, I. I., Agibalova, E. L., Karzhanova, N. V., & Bírová, J. (2016). Enhancement of students’ vocabulary learning through a blended learning approach. Mathematics Education, 11(5), 1195–1203.
Wang, Y.-H., & Young, S. S. (2014). A study of the design and implementation of the ASR-based iCASL system with corrective feedback to facilitate English learning. Educational Technology & Society, 17(2).
Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8(2 Special Issue), 471–495. https://doi.org/10.14746/ssllt.2018.8.2.13
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based interaction in artificial intelligence (AI)-assisted language learning. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042872
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.