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Effective Strategies for Using Text-...

Yeh, Rosa.

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Effective Strategies for Using Text-to-Speech, Speech-to-Text, and Machine-Translation Technology for Teaching Chinese: A Multiple-Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effective Strategies for Using Text-to-Speech, Speech-to-Text, and Machine-Translation Technology for Teaching Chinese: A Multiple-Case Study./
Author:	Yeh, Rosa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	200 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3666758
ISBN:	9781321399875

Effective Strategies for Using Text-to-Speech, Speech-to-Text, and Machine-Translation Technology for Teaching Chinese: A Multiple-Case Study.
Yeh, Rosa.

Effective Strategies for Using Text-to-Speech, Speech-to-Text, and Machine-Translation Technology for Teaching Chinese: A Multiple-Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 200 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

Students of Chinese typically have difficulty with pronunciation accuracy, listening comprehension, reading, and word recognition, all of which could be improved with the assistance of technological tools. Although various technological tools have been recommended to improve language teaching and learning, researchers have not made use of effective strategies using text-to-speech (TTS), speech-to-text (STT), and machine translation (MT) technologies for teaching Chinese. This qualitative multiple-case study was designed to investigate effective strategies based on teachers' perspectives regarding the use of TTS, STT, and MT technologies for teaching and learning Chinese as a foreign language (CFL). The participants included five teachers (two taught Chinese-heritage students in first and ninth grade and three taught CFL students in grades 1, 3, and 8) from the Chicago Northwest Suburban Chinese School. This study is based on Vygotsky's sociocultural theory as a theoretical framework to explore effective ways to use technology as a language learning tool to enhance Chinese language basic skills. Findings discovered that teachers' technology confidence, administrative support, ease of using technological tools, and technology accessibility are key factors that impact teachers' actual use of technology in teaching. Students' social behavior, motivation, learning attitude, and parental guidance were factors influencing the effective use of technological tools by students learning the Chinese language. Memorization strategies were the most effective learning approach to assist vocabulary development. Most teachers and students believed that repetition with visual and audio aids helped memorization. The use of technological tools in teaching and learning needs to follow cognitive development processes in order to be effective. All teachers complained about the sensitivity of text-speech inter-conversion and accuracy of machine translation given current levels of speech recognition and speech synthesis technology. This is the major obstacle that prevents the technology from being more fully utilized in the classroom. It will be essential to motivate teachers and students to use available technologies for teaching and learning. This study may open up opportunities for future research on pedagogy design and technology improvement.

ISBN: 9781321399875Subjects--Topical Terms:

3172512
Foreign language education.

Effective Strategies for Using Text-to-Speech, Speech-to-Text, and Machine-Translation Technology for Teaching Chinese: A Multiple-Case Study.
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