Interactive Language Learning through Speech-Enabled Virtual Scenarios
This paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact wit...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Wiley
2012-01-01
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| Series: | Advances in Human-Computer Interaction |
| Online Access: | http://dx.doi.org/10.1155/2012/389523 |
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| author | Hazel Morton Nancie Gunson Mervyn Jack |
| author_facet | Hazel Morton Nancie Gunson Mervyn Jack |
| author_sort | Hazel Morton |
| collection | DOAJ |
| description | This paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact with virtual characters in the target language using speech recognition technology. Two types of interactive scenarios with virtual characters are presented as part of the game: the one-to-one scenarios which take the form of practice question and answer scenarios where the learner interacts with one virtual character and the interactive scenario which is an immersive contextualised scenario where the learner interacts with two or more virtual characters within the scene to complete a (task-based) communicative goal. The study presented here compares learners’ subjective attitudes towards the different scenarios. In addition, the study investigates the performance of the speech recognition component in this game. Forty-eight students of English as a Foreign Language (EFL) took part in the evaluation. Results indicate that learners’ subjective ratings for the contextualised interactive scenario are higher than for the one-to-one, practice scenarios. In addition, recognition performance was better for these interactive scenarios. |
| format | Article |
| id | doaj-art-b260e1aa4f4a4e4f8ea593bb46b2c39d |
| institution | OA Journals |
| issn | 1687-5893 1687-5907 |
| language | English |
| publishDate | 2012-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Advances in Human-Computer Interaction |
| spelling | doaj-art-b260e1aa4f4a4e4f8ea593bb46b2c39d2025-08-20T02:23:11ZengWileyAdvances in Human-Computer Interaction1687-58931687-59072012-01-01201210.1155/2012/389523389523Interactive Language Learning through Speech-Enabled Virtual ScenariosHazel Morton0Nancie Gunson1Mervyn Jack2Centre for Communication Interface Research, School of Engineering, University of Edinburgh, Edinburgh EH9 3JL, UKCentre for Communication Interface Research, School of Engineering, University of Edinburgh, Edinburgh EH9 3JL, UKCentre for Communication Interface Research, School of Engineering, University of Edinburgh, Edinburgh EH9 3JL, UKThis paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact with virtual characters in the target language using speech recognition technology. Two types of interactive scenarios with virtual characters are presented as part of the game: the one-to-one scenarios which take the form of practice question and answer scenarios where the learner interacts with one virtual character and the interactive scenario which is an immersive contextualised scenario where the learner interacts with two or more virtual characters within the scene to complete a (task-based) communicative goal. The study presented here compares learners’ subjective attitudes towards the different scenarios. In addition, the study investigates the performance of the speech recognition component in this game. Forty-eight students of English as a Foreign Language (EFL) took part in the evaluation. Results indicate that learners’ subjective ratings for the contextualised interactive scenario are higher than for the one-to-one, practice scenarios. In addition, recognition performance was better for these interactive scenarios.http://dx.doi.org/10.1155/2012/389523 |
| spellingShingle | Hazel Morton Nancie Gunson Mervyn Jack Interactive Language Learning through Speech-Enabled Virtual Scenarios Advances in Human-Computer Interaction |
| title | Interactive Language Learning through Speech-Enabled Virtual Scenarios |
| title_full | Interactive Language Learning through Speech-Enabled Virtual Scenarios |
| title_fullStr | Interactive Language Learning through Speech-Enabled Virtual Scenarios |
| title_full_unstemmed | Interactive Language Learning through Speech-Enabled Virtual Scenarios |
| title_short | Interactive Language Learning through Speech-Enabled Virtual Scenarios |
| title_sort | interactive language learning through speech enabled virtual scenarios |
| url | http://dx.doi.org/10.1155/2012/389523 |
| work_keys_str_mv | AT hazelmorton interactivelanguagelearningthroughspeechenabledvirtualscenarios AT nanciegunson interactivelanguagelearningthroughspeechenabledvirtualscenarios AT mervynjack interactivelanguagelearningthroughspeechenabledvirtualscenarios |