2. What does CALL stand for?
CALL = Computer Assissted Language Learning
3. Teaching Vocabulary using Technology
1- Youtube.com
● Students’familiarity with its
interface and
affordances
● Unlisted sharing option:
Students can
share videos only accessible by
their peers
and teachers.
● Large video size and length
1- schoology.com
● Easier to grade and integrate
into the course assessment
system
● Discussion board for peer
review
● Convenient integration with
other tools:
● Student participation is easily
tracked
4. Teaching Reading using Technology
https://datayze.com/readability-
analyzer ●
https://www.webfx.com/tools/re
ad-able
5. Using Technology for Pronunciation: a Brief History
• Early years: "repeat after me"
Goals - accent reduction, native-like pronunciation
Technology was used for listening or for providing a native-speaker
amodel
ASR provided limited feedback - technology is/was limited to
awords/phones
• Past 20+ years: "talk to me"
Pedagogical emphasis on intelligibility
Used for interaction with software or other speakers
Connected speech, suprasegmentals and internet-enabled
xcommunication
6. FluSpeak (A part of Automatic Speech Recognition (ASR)
Software)
• English pronunciation, intonation, dialog practice with pronunciation
testing
• Research Question: Is FLuSpeak software reliable in terms of teaching
pronunciation?
• Pilot study participants: 36 Korean EFL college students
• Method: Students recorded voices, ASR analysis was compared to NS
instructor scores
• Analysis: WinSPASS program run on the four kinds of pronunciation
ratings. Correlations between FluSpeak scores and NEI scores weak to zero at
the intonation level.
7. FluSpeak (A part of Automatic Speech Recognition (ASR)
Software)
• Results
• ASR Software can be used as a valuable tool for teaching
pronunciation to EFL students where Native English Speakers are not
available.
• Keep in mind: ASR pronunciation software
• Saves energy, time, and effort for creative activities.
• Promotes learner autonomy.
8. • four- point scale, with no midpoints between the whole numbers, is used.
•
• Rating Scale
•
• Least Native-like |----------------|---------------|----------------| Native-like
• 0 1 2 3
•
• Pronunciation Accuracy Rubric
•
• 0 Many pronunciation errors and foreign accents and intonation patterns that cause the speaker's
• pronunciation of the sentence to be completely unintelligible.
• 1 Frequent pronunciation errors and foreign [non native-like] accents and intonation patterns that cause
the speaker's pronunciation of the sentence to be somewhat unintelligible.
9. • 2 Some consistent pronunciation errors and foreign [non native-like] accents and intonation patterns, but
• the speaker's pronunciation of the sentence is intelligible only with some effort.
• 3 Occasional nonnative pronunciation errors, but the speaker's pronunciation of the sentence is clearly
• intelligible with effort from the listener.
•
• Sample Scoring Sheet
• Item 2 6 7 8 10 13
• 1 1 1 1 2 2 1
•
• Important points to be aware of when rating students' pronunciation:
• Be consistent across all items and all students in rating students' pronunciation.
• If you are not sure of a student' pronunciation, listen to the item again.
•
10. Using Praat and Moodle for Teaching Segmental and
Suprasegmental Pronunciation.
Ian Wilson
• Vowel length (code vs. coat)
• VOT for /p/ vs. /b/ (peas vs. bees)
11. Using Praat and Moodle for Teaching Segmental and
Suprasegmental Pronunciation.
Ian Wilson
• Choice activity: VOT of English /p/
• Choice results for VOT of /p/
