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Native and near-native raters evaluated comprehensibility, nativeness, fluency, and perceived confidence. Results indicate module- and measure-dependent effects: ASR can outperform traditional practice for specific phonemes in the short term, while explicit instruction shows longer-term gains in comprehensibility. 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Participants were divided into an experimental group (n=44) and a control group (n=32) for different pronunciation training approaches.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What types of pronunciation training did participants receive?",{"text":67,"@type":63},"Across six modules, both groups completed pre- and post-study recordings and participated in explicit pronunciation training sessions. The experimental approach used ASR-based pronunciation practice, while the control approach used traditional pronunciation instruction.",{"name":69,"@type":60,"acceptedAnswer":70},"What overall conclusions were drawn about ASR-based versus traditional instruction?",{"text":71,"@type":63},"ASR-based instruction shows promise for improving certain pronunciation aspects, particularly for targeted phonemes in the short term. Explicit instruction delivered longer-term gains in comprehensibility, and the data suggest combining both methods strategically may be most effective.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596108,1792192063,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","calico journal (online) issn 2056–9017  \nArticle  \nTraditional Versus ASR-Based Pronunciation Instruction: An Empirical Study  \nChristina García 1, Dan Nickolai2, and Lillian Jones3  \nAbstract  \nThis paper presents a 15-week classroom study measuring the student outcomes of instructor-led pronunciation lessons versus entirely ASR-based pronunciation training. Seventy-six second-semester Spanish language learners were divided into two groups, one experimental (n=44) and one control (n=32). Over the course of six modules, both groups completed a pre-and post-study recording, as well as explicit pronunciation training sessions. These sessions included pre-and post-recordings, with either traditional or ASR pronunciation practice in between, which aimed attention at targeted phonemes. All student recordings were evaluated by native and near-natives for comprehensibility, nativeness, fluency, and perceived confidence. The results show that the effect of explicit and ASR instruction varies depending on the module and characteristic evaluated. ASR seems to outperform traditional instruction when targeting specific phonemes, especially in the short-term, while the explicit instruction group saw longer-term gains in regards to comprehensibility. Holistically, the data suggest that ASR-based instruction shows promise to improve certain aspects of pronunciation, but that using both techniques in tandem would be the most strategic approach to handling the development of this fundamental aspect of learner speech. The data presented here highlight the role and effectiveness of computer-assisted pronunciation training for lower-level Spanish courses.  \nKeywords:ASR; CAPT; TTS; pronunciation.  \nAffiliations  \n1Saint Louis University, USA.  \n[email: ](email: christina.garcia@slu.edu)[christina.garcia@slu.edu](email: christina.garcia@slu.edu)  \n[2](2Saint Louis University)[Saint Louis University](2Saint Louis University), USA.  \n[email: ](email: dan.nickolai@slu.edu)[dan.nickolai@slu.edu](email: dan.nickolai@slu.edu)  \n3University of California, Davis, USA.  \nemail: [liljones@ucdavis.edu](liljones@ucdavis.edu)  \ncalico journal vol 37.3 2020 213–232 [https://doi.org/10.1558/cj.40379](https://doi.org/10.1558/cj.40379)  \n©2020, equinox publishing   \n214 Traditional Versus ASR-Based Pronunciation Instruction  \n1. Introduction  \nEducational technology platforms, textbook publishers, and commercial entities are increasingly leveraging real-time Automatic Speech Recognition (ASR) to provide instantaneous corrective feedback to language learners. As these tools grow in prominence and popularity, language educators may well wonder whether ASR-based software should supplement or supplant traditional methods of explicit pronunciation practice and instruction. A survey of prior research on Computer-Assisted Language Learning (CALL) tools points to the promise of ASR being especially impactful with regards to improving target language pronunciation (Golonka, Bowles, Frank, Richardson, & Freynik, 2014). The present study seeks to explore these claims by examining the pronunciation gains following different instructional techniques in the context of a second-semester college-level Spanish course. Results from a 15-week period indicated that there is indeed promise for ASR-based instruction to improve certain aspects of learner speech. Furthermore, data analysis revealed that learner pronunciation gains were phoneme-specific for the ASR treatment, but individual measures of pronunciation were subject to gains for both the ASR and traditional instruction groups. The research findings point strongly to the benefit of using traditional methods of pronunciation instruction in tandem with emerging ASR-based tools.  \n2. Background  \n2.1 Second Language Pronunciation  \nDespite its importance in facilitating communication, the explicit instruction of pronunciation had momentarily fallen out of favor with the rise of more communicative models of language teaching (Derw","cbCaiiPHTw8Az8w6","https://ap.wps.com/l/cbCaiiPHTw8Az8w6","pdf",305300,"English","# Introduction\n# Background\n## Second Language Pronunciation\n## ASR","[{\"question\":\"How was the study designed and what were the participant groups?\",\"answer\":\"The study ran for 15 weeks and involved 76 second-semester Spanish learners. Participants were divided into an experimental group (n=44) and a control group (n=32) for different pronunciation training approaches.\"},{\"question\":\"What types of pronunciation training did participants receive?\",\"answer\":\"Across six modules, both groups completed pre- and post-study recordings and participated in explicit pronunciation training sessions. The experimental approach used ASR-based pronunciation practice, while the control approach used traditional pronunciation instruction.\"},{\"question\":\"What overall conclusions were drawn about ASR-based versus traditional instruction?\",\"answer\":\"ASR-based instruction shows promise for improving certain pronunciation aspects, particularly for targeted phonemes in the short term. Explicit instruction delivered longer-term gains in comprehensibility, and the data suggest combining both methods strategically may be most effective.\"}]","Traditional Versus ASR-Based Pronunciation Instruction: An Empirical Study | PDF",1792082455]