Technology has paved the way for new modalities in language learning, teaching, and assessment. However, there is still a great deal of work to be done to develop such tools for oral communication, specifically tools that address suprasegmental features in pronunciation instruction. Therefore, this critical literature review examines how…

This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners…

In the listening component of the IELTS examination candidates hear the input once, delivered at "normal" speed. This format for listening can be problematic for test takers who often perceive normal speed input to be too fast for effective comprehension. The study reported here investigated whether using computer software to slow down…

This study examined the use of automatic speech recognition (ASR) scored elicited oral response (EOR) tests to assess the speaking ability of English language learners. It also examined the relationship between ASR-scored EOR and other language proficiency measures and the ability of the ASR to rate speakers without bias to gender or native…

Discusses the possible limitations and the advantages of computer-assisted language testing and several test variables which are of concern in determining test validity. The concept of computer-adaptive testing and its relationship to these variables is described. (SED)

Analyzes results of a previous study on speech recognition (SR) technology for its ability to distinguish between native- and nonnative English speakers. The current study concludes that SR technology has potential for testing the oral proficiency of English-as-a-Second-Language students.(ER)