| Project/Area Number |
19K00803
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Teikyo University (2021-2022)
Tokai University (2019-2020) |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
ボビー ヒロユキ 九州産業大学, 語学教育研究センター, 准教授 (20536247)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2022: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2020: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2019: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | speed fluency / breakdown fluency / speaking fluency / shadowing / STT / MALL / speech to text / TEL |
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| Outline of Research at the Start |
We will quantify the effect of short to moderate duration usage of Speech recognition technology on speaking characteristics of Japanese EFL learners. This will be carried out on mobile phones in a customized English learning app.
This research will help further our understanding of the effects of advanced mobile features such as Speech-to-Text, Voice-recognition embedded in highly interactive English learning activities by quantifying their effects. This will aid in the design of more effective mobile English learning tasks for EFL learners.
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| Outline of Annual Research Achievements |
A one-way independent ANOVA with 4 factors was performed for Breakdown fluency on a total of 182 participants. This gave an F statistic of F(3,178)=43.02, p<.000, with an overall effect size Cohen D = 0.87 which is considered large. Simple contrasts with a Bonferroni correction showed that the reduction in breakdown fluency for the 20 hour treatment group, T20 (M=-0.159) was significantly better than the control group of the same time, C20 (M=-0.108, t(94)=5.45, p=.001, r=0.480). Similarly, the contrast was calculated for the control group at 5 hours, C5 (M=-0.050) and the treatment group at the same time, T5 (M=-0.118, t(84)=1.661, p=.001, r=0.726).
Low and intermediate level (CEFR A2-B1) Japanese EFL learners have high breakdown fluency and low to medium speed fluency. The longest treatment group of 20 hours showed the most reduction in breakdown fluency compared to the control group of the same time. All groups improved their performance over time, i.e. demonstrated a reduction in breakdown fluency and an improvement in speed fluency compared as the length of time increased. This was true with the control groups as well from C5 to C20. Most notable is that T5 group showed a statistically equivalent amount of improvement as the C20 group. This is the strongest indication that immediate feedback, a high degree of interactivity, progress tracking and overall gamification of the digital treatment can be a more effective way of improving speaking fluency in low to intermediate learners.
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
The data collection phase of our research has reached its conclusion, having compiled a substantial dataset from the 5-hour, 10-hour, and 20-hour treatment groups. This method of data collection facilitated a comprehensive and robust analysis, enabling us to observe the impact of varying language exposure durations on English fluency. The preliminary analysis of the collected data has been accomplished, producing an initial understanding of the relationship between language exposure and enhancements in fluency. This relationship was particularly noteworthy in the domains of breakdown and speed fluency, suggesting a positive correlation between exposure duration and fluency development.
In the interest of maintaining a thorough and rigorous analytical approach, the research incorporated several key parameters as covariates in the analysis. These parameters encompassed session duration, score, and completion rates. The inclusion of these covariates serves a dual purpose. Firstly, it allows for a more nuanced understanding of the findings, as these parameters may have a direct or indirect influence on the primary variables. Secondly, it ensures the validity and reliability of our results by controlling for possible confounding factors. Consequently, the research findings will not only provide a comprehensive understanding of the observed outcomes but also offer a robust foundation for subsequent related investigations.
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| Strategy for Future Research Activity |
The next steps involve a deeper examination of the collected data, employing advanced analytical techniques to identify any complex patterns or relationships. Concurrently, we are in the process of documenting our findings in an academic paper. This paper, upon completion, will provide a detailed account of the study's methodology, findings, and implications.
In addition, preparations are underway for the presentation of our findings at upcoming linguistic conferences. These presentations will offer an opportunity to disseminate our research findings within the academic community, contributing to the body of knowledge in the field of language acquisition.
Moving forward, the research team is committed to performing a more in-depth analysis of the data, employing sophisticated analytical techniques to uncover complex patterns and relationships that may further elucidate the impact of language exposure on English fluency.
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