UTILIZING THE SPEECHLING WEBSITE TO ENHANCE STUDENTS’ PRONUNCIATION IN EFL LEARNING

INTRODUCTION

Among the biggest challenges in teaching a foreign language is ensuring that students are fully prepared to use the target language. In communication, one skill that has a vital role is speaking. However, this is not easy to do, considering the many aspects that need to be learned in speaking skills, including pronunciation. Speaking and pronunciation have an inseparable relationship. Communication can be disrupted or even misunderstood if the pronunciation of the message is not articulated (Khalid & Almuslimi, 2020). The critical role of pronunciation in English has been a significant topic of discussion in recent years. Pronunciation is considered essential because it is generally noticed first when someone communicates. In addition, someone's identity and region of origin can also be reflected through pronunciation.

Aligned with the importance of pronunciation, the main problem discussed in this study is that many students experience persistent pronunciation errors, which hinder practical and clear communication. Students who make persistent pronunciation mistakes make them feel insecure about their communication skills. Although the teacher has provided pronunciation examples regularly, many students still struggle to pronounce words correctly. This difficulty is partly due to the limited class time and the lack of practice given. This indicates the need for practice aids that use technology to facilitate independent practice for students. In addition, students often do not receive immediate or personalized feedback on their mistakes in traditional learning that does not utilize technology, making it difficult to correct this problem effectively. In addition, some other factors still cause this problem, such as their mother tongue, their learning environment, and lack of knowledge about English phonology and phonetics (Loi, 2018).

Speechling, as an AI-supported tool, offers a promising alternative. Previous research by García-Sánchez et al. (2020) and Zou et al. (2021) shows that AI-based pronunciation feedback improves pronunciation skills among non-native English speakers. Additionally, studies like Li and Li (2021) demonstrate how AI technology, through personalized practice and instant feedback, can enhance learners' confidence. Speechling is also one of the technologies based on Automatic Speech Recognition (ASR). ASR technology can provide corrective feedback on pronunciation in different way (Bashori et al., 2024). By providing feedback, Speechling can be an effective tool to improve students' pronunciation.

The theoretical framework is based on Computer-Assisted Language Learning (CALL) theory, which emphasizes the role of technology in enhancing language learning and highlights the utilization of the Speechling website. There are suggestions for students to practice longer with ASR-based language learning systems to achieve high pronunciation performance (Bashori et al., 2024). CALL facilitates student-centered reciprocal teaching by giving immediate feedback on pronunciation and providing activities that improve communication skills. This feedback has an important role in improving their learning, especially pronunciation. The importance of technology in modern education to create a flexible learning environment for students is also highlighted in this framework. According to Vygotsky's Sociocultural Theory (1934) and Krashen's Input Hypothesis (1981), meaningful participation and rapid feedback are crucial for successful language learning. This research uses Speechling as an example that applies that concept, providing customized exercises and immediate feedback. Students can access learning anytime and anywhere and receive immediate feedback using Speechling.

Therefore, AI-supported CALL techniques can customize the language learning process to accommodate varying skill levels among students, optimizing it in a more flexible and adaptable manner. This study investigates whether providing easily accessible mutual practice and quick feedback within the Speechling website can improve students' pronunciation. This research has an important role as it will address the need for a practical digital tool to help improve students' pronunciation. If Speechling is shown to effectively assist students in correcting their pronunciation, it will be a handy tool for educators and curriculum developers and can be implemented into lessons. In addition, it can also provide opportunities for students to learn independently, improve their pronunciation, and boost their confidence.

LITERATURE REVIEW

Based on the review of previous studies, this study will focus on two areas. 

1. Automatic Speech Recognition (ASR) for Pronunciation Learning.

Automatic speech recognition (ASR) is a machine-based, autonomous method for decoding and recording spoken language (Levis & Suvorov, 2012). Distinguishing between speech recognition and speech understanding (or speech identification) is essential, where speech understanding is the process of interpreting the meaning of an expression rather than simply transcribing the words. Speech recognition is different from voice recognition. Speech recognition is related to a machine's ability to identify spoken words (i.e., what is being said). In contrast, speech recognition is associated with a machine's ability to recognize a person's speaking style (i.e., who is speaking the words). According to (Levis & Suvorov, 2012), Speech recognition systems can be distinguished based on three main things: speaker dependency, speech continuity, and vocabulary size. Based on the speech data used for training, ASR systems can be speaker-dependent (where the system needs to be trained for each speaker), speaker-independent (where the system can recognize new speakers because its training data comes from many speakers), or adaptive (where the system starts without recognizing a particular speaker, but then adapts to a specific speaker through training). Based on speech continuity, there are (a) isolated word recognition systems, which recognize words spoken fragmentarily; (b) connected word recognition systems, which can recognize words spoken without pauses; (c) continuous speech recognition systems, which can recognize complete sentences without pauses between words; and (d) word scanning systems, which retrieve words or phrases from continuous speech. Finally, ASR systems can also be differentiated based on the size of the vocabulary used in training, whether small or large.

Automatic Speech Recognition (ASR) technology has been suggested in recent studies on technological developments as a valuable tool to enhance learners' FL speaking skills. Cucchiarini et al. (2009) found that the feedback provided was compelling enough to help students enhance their pronunciation after practice in a relatively short period, even though the developed ASR system has not achieved perfect accuracy in detecting students' pronunciation errors. Research by McAndrews (2020) supports the use of technology in language learning, as it has proven effective in improving students' pronunciation skills, primarily in prosody. Researchers have started using ASR technologies that convert speech into text freely, such as Google Speech Recognition (GSR) (e.g., Mroz, 2018) for spoken exercises to improve pronunciation skills. Previous research has generally found that learners have a favorable view of pronunciation training using ASR, as this technology allows them to practice independently (McCrocklin, 2016) and provides direct feedback (Inceoglu, 2022; Liakin et al., 2017). 

2. Teaching Pronunciation

Many aspects must be considered when speaking, one of them being pronunciation. Pronunciation has an essential role in communication, as when someone does not pronounce words clearly, it will undoubtedly cause the meaning to be conveyed, not delivered. Good pronunciation is necessary for effective communication, although other language skills are also essential (Alghazo, 2015). Teaching pronunciation holds significant importance as it directly impacts the interpretation of sentences, typically conveyed through both segmental and suprasegmental elements. Segmental features pertain to the smallest phonetic sound units (Pennington & Richards, 1986, p. 208). Proper pronunciation teaching is essential to reduce misunderstandings in communication, especially in foreign languages. Thus, pronunciation teaching should focus on helping students develop clear and understandable speech (Alghazo et al., 2023). For several reasons, teaching proper pronunciation is essential in communication, especially in the scope of foreign languages. First, pronunciation plays a significant role in achieving effective communication. Adequate pronunciation can help ensure that the recipient of the message can understand the sentence we convey because if there are errors in pronunciation, it can hinder the communication process because of mistakes in interpreting meaning. Secondly, proper pronunciation also affects someone's listening ability. Learners who pronounce and recognize sounds correctly find it easier to understand the original speaker. Third, adequate pronunciation indicates that someone has good language skills and can help increase learners' confidence. (Alsuhaibani et al., 2024). Pronunciation teaching has a very significant role in improving the accuracy of language production among L2/FL learners of various languages. (Piske et al., 2001).

 

CLASSROOM APPLICATION

After introducing the Speechling website, teachers can guide students step by step on how to use it in class. Then, students are given time to listen to recordings of native speakers from Speechling. After that, students can be asked to try to imitate and record their voices. Teachers monitor students' learning progress using the Speechling website and help them with difficult words or pronunciations.

Students are encouraged to continue using Speechling outside of class as a daily exercise. Teachers can also give students simple assignments, such as recording a few sentences daily to help them develop consistent habits. Due to limited time in class, this can help students get more practice.

Teachers can conduct pronunciation tests both before and after using Speechling to monitor students' pronunciation progress, which can help measure improvements in their pronunciation skills. Additionally, teachers can provide reflection sheets where students can share their experiences using the tool, what they have learned, and any challenges they have faced.

 

CHALLENGES AND OPPORTUNITIES

Challenges

1. Limited Access to Technology

Not all students have smartphones, laptops, or stable internet connections at home, so some students will struggle to practice using Speechling outside of class.

2. Low Student Motivation

Some students may not be motivated to practice pronunciation regularly. When they are tired, bored, or lack confidence in their speaking abilities, this will further demotivate them from practicing pronunciation regularly.

3. Basic Technology Skills

Students who are less tech-savvy or unfamiliar with websites or apps may initially have difficulty using Speechling. They may need additional guidance before they can use this tool effectively.

Opportunities

1. Flexible Practice Time

Students can use Speechling anytime and anywhere, giving them more opportunities to improve their pronunciation since class time is limited.

2. Instant Feedback for Learning

Speechling provides quick feedback on how they are pronouncing words. This helps students identify their mistakes quickly and try to correct their pronunciation until it is correct.

3. Increased Confidence and Independence

By seeing their progress through regular practice, students will become more confident and take greater responsibility for their learning.

 

 REFERENCES

        Alghazo, S., Jarrah, M., & Al Salem, M. N. (2023). The efficacy of the type of instruction on second language pronunciation acquisition. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1182285

        Alsuhaibani, Y., Mahdi, H. S., Al khateeb, A., Al Fadda, H. A., & Alkadi, H. (2024). Web-based    pronunciation training and learning consonant clusters among EFL learners. Acta Psychologica, 249. https://doi.org/10.1016/j.actpsy.2024.104459

        Bashori, M., Hout, R. Van, Strik, H., & Cucchiarini, C. (2024). I Can Speak : improving English pronunciation through automatic speech recognition-based language learning systems I Can Speak : improving English pronunciation through automatic. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2315101

        Cucchiarini, C., Neri, A., & Strik, H. (2009). Oral proficiency training in Dutch L2: The contribution of ASR-based corrective feedback. Speech Communication, 51(10), 853–863. https://doi.org/10.1016/j.specom.2009.03.003

        Inceoglu, S., Chen, W.-H., & Lim, H. (2024). Monitoring student behavior in autonomous automatic speech recognition-based pronunciation practice. System, 124, 103387. https://doi.org/10.1016/j.system.2024.103387

        Khalid, F., & Almuslimi, A. (2020). Pronunciation Errors Committed by EFL Learners in the English Department in Faculty of Education - Sana ’ a University.

        Levis, J., & Suvorov, R. (2012). Automatic Speech Recognition. In The Encyclopedia of Applied Linguistics. Wiley. https://doi.org/10.1002/9781405198431.wbeal0066

        Loi, D. P. (2018). An Analysis of Vietnamese EFL Students’ Pronunciation of English Affricates and Nasals. International Journal of English Linguistics, 8(2), 298. https://doi.org/10.5539/ijel.v8n2p298

        McCrocklin, S. M. (2016). Pronunciation learner autonomy: The potential of Automatic Speech Recognition. System, 57, 25–42. https://doi.org/10.1016/j.system.2015.12.013

        Novianti, N. (2021). Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales. Journal of Literary Education, 4, 196–215. https://doi.org/10.7203/jle.4.21026

 

CHALLENGES AND OPPORTUNITIES

Challenges

1. Limited Access to Technology

Not all students have smartphones, laptops, or stable internet connections at home, so some students will struggle to practice using Speechling outside of class.

2. Low Student Motivation

Some students may not be motivated to practice pronunciation regularly. When they are tired, bored, or lack confidence in their speaking abilities, this will further demotivate them from practicing pronunciation regularly.

3. Basic Technology Skills

Students who are less tech-savvy or unfamiliar with websites or apps may initially have difficulty using Speechling. They may need additional guidance before they can use this tool effectively.

Opportunities

1. Flexible Practice Time

Students can use Speechling anytime and anywhere, giving them more opportunities to improve their pronunciation since class time is limited.

2. Instant Feedback for Learning

Speechling provides quick feedback on how they are pronouncing words. This helps students identify their mistakes quickly and try to correct their pronunciation until it is correct.

3. Increased Confidence and Independence

By seeing their progress through regular practice, students will become more confident and take greater responsibility for their learning.

CLASSROOM APPLICATION

After introducing the Speechling website, teachers can guide students step by step on how to use it in class. Then, students are given time to listen to recordings of native speakers from Speechling. After that, students can be asked to try to imitate and record their voices. Teachers monitor students' learning progress using the Speechling website and help them with difficult words or pronunciations.

Students are encouraged to continue using Speechling outside of class as a daily exercise. Teachers can also give students simple assignments, such as recording a few sentences daily to help them develop consistent habits. Due to limited time in class, this can help students get more practice.

Teachers can conduct pronunciation tests both before and after using Speechling to monitor students' pronunciation progress, which can help measure improvements in their pronunciation skills. Additionally, teachers can provide reflection sheets where students can share their experiences using the tool, what they have learned, and any challenges they have faced.

LITERATURE REVIEW

 Based on the review of previous studies, this study will focus on two areas.

 

1. Automatic Speech Recognition (ASR) for Pronunciation Learning.

Automatic speech recognition (ASR) is a machine-based, autonomous method for decoding and recording spoken language (Levis & Suvorov, 2012). Distinguishing between speech recognition and speech understanding (or speech identification) is essential, where speech understanding is the process of interpreting the meaning of an expression rather than simply transcribing the words. Speech recognition is different from voice recognition. Speech recognition is related to a machine's ability to identify spoken words (i.e., what is being said). In contrast, speech recognition is associated with a machine's ability to recognize a person's speaking style (i.e., who is speaking the words). According to (Levis & Suvorov, 2012), Speech recognition systems can be distinguished based on three main things: speaker dependency, speech continuity, and vocabulary size. Based on the speech data used for training, ASR systems can be speaker-dependent (where the system needs to be trained for each speaker), speaker-independent (where the system can recognize new speakers because its training data comes from many speakers), or adaptive (where the system starts without recognizing a particular speaker, but then adapts to a specific speaker through training). Based on speech continuity, there are (a) isolated word recognition systems, which recognize words spoken fragmentarily; (b) connected word recognition systems, which can recognize words spoken without pauses; (c) continuous speech recognition systems, which can recognize complete sentences without pauses between words; and (d) word scanning systems, which retrieve words or phrases from continuous speech. Finally, ASR systems can also be differentiated based on the size of the vocabulary used in training, whether small or large.

Automatic Speech Recognition (ASR) technology has been suggested in recent studies on technological developments as a valuable tool to enhance learners' FL speaking skills. Cucchiarini et al. (2009) found that the feedback provided was compelling enough to help students enhance their pronunciation after practice in a relatively short period, even though the developed ASR system has not achieved perfect accuracy in detecting students' pronunciation errors. Research by McAndrews (2020) supports the use of technology in language learning, as it has proven effective in improving students' pronunciation skills, primarily in prosody. Researchers have started using ASR technologies that convert speech into text freely, such as Google Speech Recognition (GSR) (e.g., Mroz, 2018) for spoken exercises to improve pronunciation skills. Previous research has generally found that learners have a favorable view of pronunciation training using ASR, as this technology allows them to practice independently (McCrocklin, 2016) and provides direct feedback (Inceoglu, 2022; Liakin et al., 2017).

 

2. Teaching Pronunciation

Many aspects must be considered when speaking, one of them being pronunciation. Pronunciation has an essential role in communication, as when someone does not pronounce words clearly, it will undoubtedly cause the meaning to be conveyed, not delivered. Good pronunciation is necessary for effective communication, although other language skills are also essential (Alghazo, 2015). Teaching pronunciation holds significant importance as it directly impacts the interpretation of sentences, typically conveyed through both segmental and suprasegmental elements. Segmental features pertain to the smallest phonetic sound units (Pennington & Richards, 1986, p. 208). Proper pronunciation teaching is essential to reduce misunderstandings in communication, especially in foreign languages. Thus, pronunciation teaching should focus on helping students develop clear and understandable speech (Alghazo et al., 2023). For several reasons, teaching proper pronunciation is essential in communication, especially in the scope of foreign languages. First, pronunciation plays a significant role in achieving effective communication. Adequate pronunciation can help ensure that the recipient of the message can understand the sentence we convey because if there are errors in pronunciation, it can hinder the communication process because of mistakes in interpreting meaning. Secondly, proper pronunciation also affects someone's listening ability. Learners who pronounce and recognize sounds correctly find it easier to understand the original speaker. Third, adequate pronunciation indicates that someone has good language skills and can help increase learners' confidence. (Alsuhaibani et al., 2024). Pronunciation teaching has a very significant role in improving the accuracy of language production among L2/FL learners of various languages. (Piske et al., 2001).

INTRODUCTION

Among the biggest challenges in teaching a foreign language is ensuring that students are fully prepared to use the target language. In communication, one skill that has a vital role is speaking. However, this is not easy to do, considering the many aspects that need to be learned in speaking skills, including pronunciation. Speaking and pronunciation have an inseparable relationship. Communication can be disrupted or even misunderstood if the pronunciation of the message is not articulated (Khalid & Almuslimi, 2020). The critical role of pronunciation in English has been a significant topic of discussion in recent years. Pronunciation is considered essential because it is generally noticed first when someone communicates. In addition, someone's identity and region of origin can also be reflected through pronunciation. 

Aligned with the importance of pronunciation, the main problem discussed in this study is that many students experience persistent pronunciation errors, which hinder practical and clear communication. Students who make persistent pronunciation mistakes make them feel insecure about their communication skills. Although the teacher has provided pronunciation examples regularly, many students still struggle to pronounce words correctly. This difficulty is partly due to the limited class time and the lack of practice given. This indicates the need for practice aids that use technology to facilitate independent practice for students. In addition, students often do not receive immediate or personalized feedback on their mistakes in traditional learning that does not utilize technology, making it difficult to correct this problem effectively. In addition, some other factors still cause this problem, such as their mother tongue, their learning environment, and lack of knowledge about English phonology and phonetics (Loi, 2018). 

Speechling, as an AI-supported tool, offers a promising alternative. Previous research by García-Sánchez et al. (2020) and Zou et al. (2021) shows that AI-based pronunciation feedback improves pronunciation skills among non-native English speakers. Additionally, studies like Li and Li (2021) demonstrate how AI technology, through personalized practice and instant feedback, can enhance learners' confidence. Speechling is also one of the technologies based on Automatic Speech Recognition (ASR). ASR technology can provide corrective feedback on pronunciation in different way (Bashori et al., 2024). By providing feedback, Speechling can be an effective tool to improve students' pronunciation. 

The theoretical framework is based on Computer-Assisted Language Learning (CALL) theory, which emphasizes the role of technology in enhancing language learning and highlights the utilization of the Speechling website. There are suggestions for students to practice longer with ASR-based language learning systems to achieve high pronunciation performance (Bashori et al., 2024). CALL facilitates student-centered reciprocal teaching by giving immediate feedback on pronunciation and providing activities that improve communication skills. This feedback has an important role in improving their learning, especially pronunciation. The importance of technology in modern education to create a flexible learning environment for students is also highlighted in this framework. According to Vygotsky's Sociocultural Theory (1934) and Krashen's Input Hypothesis (1981), meaningful participation and rapid feedback are crucial for successful language learning. This research uses Speechling as an example that applies that concept, providing customized exercises and immediate feedback. Students can access learning anytime and anywhere and receive immediate feedback using Speechling. 

Therefore, AI-supported CALL techniques can customize the language learning process to accommodate varying skill levels among students, optimizing it in a more flexible and adaptable manner. This study investigates whether providing easily accessible mutual practice and quick feedback within the Speechling website can improve students' pronunciation. This research has an important role as it will address the need for a practical digital tool to help improve students' pronunciation. If Speechling is shown to effectively assist students in correcting their pronunciation, it will be a handy tool for educators and curriculum developers and can be implemented into lessons. In addition, it can also provide opportunities for students to learn independently, improve their pronunciation, and boost their confidence.

Essay Topic

The tittle: The Use of Speechling Website to Enhance Students' Pronunciation

Should We Agree with The Saving Management of Public Housing' (TAPERA) Proposed by The Government?

The inauguration of government regulations on the implementation of public housing savings has caused many differences of opinion. Some of them support the existence of a public housing savings program; they believe that this program will be able to help people who do not yet own a house. However, others strongly reject the existence of this public housing savings program. As a civilian, I reject the existence of a public housing savings program that will not necessarily benefit the people.

According to Moeldoko, the Presidential Chief of Staff who supports the public housing savings policy, public housing savings are not salary cuts for employees, but TAPERA is a savings made for workers to own a house. He also says TAPERA can be used as a means of saving for people who already own a house, from which the money can be taken when they retire. On the other hand, the Chairman of the Confederation of Indonesian Trade Union Alliance Congress, Sunarno, says that the TAPERA policy was authoritarian, as trade unions were never consulted in making this decision. He feels that the government does not understand the difficulties of the workers so far. The salary, which is arguably very little, must be forcibly saved if the TAPERA policy is implemented, which will be very burdensome for the community considering that workers have received salary deductions that are not comparable to the amount of labor wage increases, which are considered very small. Therefore, this TAPERA policy is arguably the same as forcibly cutting the salaries of employees because there is no dialogue between the government and labor unions or people who feel aggrieved by this policy.

In addition, according to Herry, Director General of Infrastructure Financing for Public Works and Housing of the Ministry of PUPR, who also supports the TAPERA program, one of the advantages of being a TAPERA participant is that the community will be given a Home Ownership Credit with affordable interest, where the installments can match people's income. But although TAPERA participants will be given the advantage of being given a Home Ownership Credit with affordable interest, according to Mirah Sumirat, Chairperson of the Indonesian Trade Union Association, cutting salaries for TAPERA will actually burden workers. With small wages and high cost of living increases, a 2.5% cut will feel very much and overly burdensome. She also says that the government should subsidize public housing instead of cutting workers' salaries. On the other hand, a labor activist from Lmpung, Tri Susilo, also disagrees with the 2.5% deduction from workers' salaries and 0.5% from employers. He says that he is worried that the contribution will be corrupted by the government, given that corruption cases by officials in Indonesia are still high.

After looking at both sides of the argument above, if this public housing savings policy is still implemented, I feel that there are more disadvantages for the people than advantages. I hope this policy will be canceled and abolished.