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Intelligent Personal Assistants: Can They Understand and Be Understood by Accented L2 Learners?

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Moussalli, Souheila; Cardoso, Walcir – Computer Assisted Language Learning, 2020

Second/foreign language (L2) classrooms do not always provide opportunities for input and output practice [Lightbown, P. M. (2000). Classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431-462]. The use of smart speakers such as Amazon Echo and its associated voice-controlled intelligent personal assistant (IPA) Alexa…

Descriptors: Artificial Intelligence, Pronunciation, Native Language, Listening Comprehension

Can Native Japanese Listeners Learn to Differentiate /r-l/ on the Basis of F3 Onset Frequency?

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Ingvalson, Erin M.; Holt, Lori L.; McClelland, James L. – Bilingualism: Language and Cognition, 2012

Many attempts have been made to teach native Japanese listeners to perceptually differentiate English /r-l/ (e.g. "rock-lock"). Though improvement is evident, in no case is final performance native English-like. We focused our training on the third formant onset frequency, shown to be the most reliable indicator of /r-l/ category membership. We…

Descriptors: Evidence, Feedback (Response), Stimuli, Artificial Speech

Perceived Benefits and Drawbacks of Synchronous Voice-Based Computer-Mediated Communication in the Foreign Language Classroom

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Bueno Alastuey, M. C. – Computer Assisted Language Learning, 2011

This study explored the benefits and drawbacks of synchronous voice-based computer-mediated communication (CMC) in a blended course of English for specific purposes. Quantitative and qualitative data from two groups following the same syllabus, except for the oral component, were compared. Oral tasks were carried out face-to-face with same L1…

Descriptors: Experimental Groups, Control Groups, Computer Mediated Communication, Second Languages