人工智能生成的反馈对第二语言可理解性的影响和感知的探索性干预研究

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2025-05-15 DOI:10.1111/lang.12719

Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin

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引用次数: 0

摘要

本研究研究了人工智能（AI）模型和信号检测过程的使用，以生成有意义的视觉和类似ChatGPT的第二语言英语可理解性叙事反馈。为了测试这些技术的效果和感知，三组学习者（N = 90）在一个在线自定节奏干预中接受了视觉和叙事反馈（N = 30），视觉反馈（N = 29）和无反馈（N = 31），并对可理解性的片段和超片段特征进行了明确的指导。通过评分者对脚本演讲和自发演讲的可理解性、可理解性、重音性以及分段和超分段准确性进行评估。结果表明，视觉反馈提高了突出音的产生，但只有那些接受了叙述（即ChatGPT）反馈的参与者在三个韵律特征中的两个和可理解性方面有所改善。然而，那些接受叙述性反馈的人对练习活动的有用性的看法最低。为使用和改进基于人工智能的语音反馈提供了启示。

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Artificial Intelligence‐Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions

This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT‐like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback (n = 30), visual‐only feedback (n = 29), and no feedback (n = 31) in an online self‐paced intervention with explicit instruction on segmental and suprasegmental features of intelligibility. Pre/postspeaking tasks were evaluated by raters for intelligibility, comprehensibility, and accentedness, as well as segmental and suprasegmental accuracy, in scripted and spontaneous speech. The results indicate that visual feedback improves prominence production, but only those participants who also received the narrative (i.e., ChatGPT) feedback improved in two of the three prosodic features and in intelligibility. However, those who received narrative feedback had the lowest perceptions of the practice activity helpfulness. Implications for the use and improvement of AI‐based pronunciation feedback are provided.

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.