Exploring the Effects of Automatic Speech Recognition Technology in EFL Students’ Speaking Performance

Abstract

This study examined the impact of Automatic Speech Recognition (ASR) technology, specifically Sensay, on the speaking performance and anxiety levels of 110 non-English major students, including 86 males and 24 females. Using the Foreign Language Classroom Anxiety Scale (FLCAS), students were grouped into "low anxiety," "medium anxiety," and "high anxiety" clusters. The results showed that low anxiety students initially outperformed the other groups. Furthermore, ASR technology significantly improved fluency across all anxiety levels, highlighting its effectiveness in providing repetitive practice opportunities. Notably, high-anxiety students, particularly those with high levels of Test Anxiety (TA), Fear of Negative Evaluation (FNE), and Communication Apprehension (CA), experienced a reduction in their anxiety levels after using ASR technology. These findings suggest that ASR technology can help reduce anxiety, potentially enhancing performance. The study underscores the potential of ASR in EFL education as a tool for educators to reduce students' anxiety and improve their speaking performance. The study concludes with a discussion of pedagogical implications and recommendations for future research.

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Author Information
Hui-Wen Liu, National Taipei University of Technology, Taiwan
Pei-Shan Tsai, National Taipei University of Technology, Taiwan