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Self-access learning of English intonation with speech software: examining learners’ perceptions with a focus on their concerns and negative comments

  • Art Tsang EMAIL logo
Published/Copyright: June 9, 2022
Language Learning in Higher Education
From the journal Language Learning in Higher Education Volume 12 Issue 1

Abstract

Language laboratories exist in many language centres across the globe. Situated in the popularity of self-access and computer-assisted language learning in the present era, the study investigated tertiary-level English as a foreign language (EFL) learners’ general and, particularly, negative views of speech analysis software. Two hundred and eighty intermediate-level (CEFR B1 and B2 levels) EFL participants completed trial sessions with some free speech software in which they listened to and recorded utterances to practise English intonation at a language laboratory in Hong Kong. Each participant was observed during the session, completed a questionnaire, and attended a brief post-questionnaire interview after the session. Both quantitative and qualitative data were collected. The results showed that learning with this kind of software was perceived generally positively in relation to language enhancement and self-access learning. However, from the qualitative data collected about their negative views and concerns, three themes emerged: absence of a teacher, an interaction-less environment, and the little value of graphic outputs. This article concludes with a discussion of these findings and implications for language educators and researchers in self-access and computer-assisted language learning, which are in vogue globally nowadays. Suggestions for addressing learners’ negative views and comments, which have not received much attention among stakeholders, are also provided.

Keywords: computer-assisted language learning (CALL); English as a foreign language (EFL); intonation; learners’ perceptions; self-access language learning (SALL); speech software
Corresponding author: Art Tsang, The Chinese University of Hong Kong, Hong Kong, China, E-mail:

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Received: 2021-08-09
Accepted: 2022-02-25
Published Online: 2022-06-09
Published in Print: 2022-05-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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  14. Non-English major students’ perceptions of aspects of their autonomous language learning
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https://doi.org/10.1515/cercles-2022-2045
Keywords for this article
computer-assisted language learning (CALL); English as a foreign language (EFL); intonation; learners’ perceptions; self-access language learning (SALL); speech software

Articles in the same Issue

  1. Frontmatter
  2. Introduction
  3. Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen
  4. Articles
  5. Podcasting as project-based learning and its effect on the acquisition of linguistic and non-linguistic skills
  6. Vers une dynamique collaborative d’enseignement/apprentissage au sein de la démarche communic’actionnelle
  7. A pilot course with project-based learning in an intensive English program
  8. “My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course
  9. Critical incidents as a window into simple language management
  10. Assessing verbal interaction: towards European harmonization. Insights from the co-operation between Spanish and French language exams for Higher Education (CertAcles/CLES)
  11. Developing a rating scale for integrated assessment of reading-into-writing skills
  12. The longitudinal development of self-assessment and academic writing: an advanced writing programme
  13. Self-access learning of English intonation with speech software: examining learners’ perceptions with a focus on their concerns and negative comments
  14. Non-English major students’ perceptions of aspects of their autonomous language learning
  15. Identifying ELF programs in Italian University websites: what gaps need to be filled
  16. General and specialist vocabulary knowledge as predictors of academic success in EMI university programs
  17. English medium instruction in Higher Education of Afghanistan: students’ perspective
  18. Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study
  19. Native peers as mediators and experts in language learning in Higher Education
  20. Activity Report
  21. Learning languages through virtual exchange: an international university network
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