Examining Effects of Automatic Speech Recognition Technology on Oral Lexical Diversity

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Instructional Technology SIG Poster Session 2

Abstract

The present study examined the effects of using automatic speech recognition (ASR) technology on students’ lexical diversity in an English classroom. A total of 160 undergraduates participated in the 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were both taught with a flipped approach, but the EG students were required to conduct an additional ASR-based pre-class task. The vocd-D value and MTLD were adopted to conceptualize students’ oral lexical diversity. A two-way repeated measures ANCOVA was conducted to examine the between- and within-subjects effects. Results showed that the EG students scored statistically better than their CG counterparts on the two metrics. Conversely, there was no significant within-subjects effect or group × time interaction effect.

Authors

• Michael, Yi-chao JIANG, Chinese University of Hong Kong

• Morris S.Y. Jong, The Chinese University of Hong Kong

• Wilfred W. F. Lau

• Ching Sing Chai, Chinese University of Hong Kong