- Review of Centro Virtual Camões – Aprender Portuguê_x0090_s
-
...speech-recognition technology – possibly because these tools are still scarce in the area of
Portuguese – and, therefore, there are no pronunciation exercises with feedback to students. Although this...
by Ricardo Vasconcelos
in Volume 12 Number 3, October 2008
- 20 years of technology and language assessment in Language Learning & Technology
-
...recognition of speech. Yet, due to the developmental nature of learner speech, recognition
engines are not yet sophisticated enough to accommodate all levels of learner language. Automatic speech
re...
by Carol A. Chapelle, Erik Voss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Modality of input and vocabulary acquisition
-
...Recognition test
Since recognition of new lexical forms is considered to be an initial step in vocabulary learning,
recognition of the target word forms was measured (see Appendix C). The recogniti...
by Tetyana Syodorenko
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Review of Technology in Interlanguage Pragmatics Research and Teaching
-
...recognition and production
tasks showed that the two experimental groups outperformed the control group at both levels of accuracy
and speed in their pragmatic recognition and production. The magnit...
by Feng Xiao
in Volume 18 Number 1, February 2014
- Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
-
...SPEECH SYNTHESIS
There are two major classes of speech synthesis. Distinguished by the type of input supported, these are
concept-to-speech (CTS) and text-to-speech (TTS). CTS synthesis, also referr...
by Zöe Handley, Marie-Josée Hamel
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Review of Computer-Mediated Communication: Human-to-Human Communication Across the Internet
-
...recognition, text-to-speech, the presence of "bots" in discussion rooms and so forth.
The last chapter of the section (chapter 4) discusses the Web and its history and primary characteristics.
There i...
by Gillian Lord
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Commentary: I'm only trying to help: A role for interventions in teaching listening
-
...speech production (see Massaro,
Cohen, Tabain, Beskow, & Clark,
2005)
• Speech recognition tools and
graphics (see
http://www.fon.hum.uva.nl/praat/;
Chun, 2002)
• Input Processing tasks (van...
by Michael Rost
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
- Design principles and architecture of a second language learning chatbot
-
...speech input (i.e., voice data) is recognized
through automatic speech recognition (ASR) technology and transformed into text data. Rule-based (i.e.,
data-driven) chatbots then understand the text b...
by Heyoung Kim, Hyejin Yang, Dongkwang Shin, Jang Ho Lee
in Volume 26 Number 1, 2022
- Technology and the four skills
-
...speech is the
lack of any feedback. Here is where programs that offer some form of automatic speech recognition
Robert Blake Technology and the Four Skills
Language Learning & Technology 131
(AS...
by Robert Blake
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Commentary: Learner-based listening and technological authenticity
-
...speech recognition is crude and
speaker-finicky, even in English. The speakers of less common languages may have to wait years before
work begins on speech recognition for speakers of their language...
by Richard Robin
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
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