{"id":93,"date":"2020-03-11T04:59:38","date_gmt":"2020-03-11T04:59:38","guid":{"rendered":"http:\/\/psconsultancy.in\/blog\/?p=93"},"modified":"2020-03-18T10:45:03","modified_gmt":"2020-03-18T10:45:03","slug":"english-speakers-during-lectures-in-english-with-str-texts","status":"publish","type":"post","link":"https:\/\/psconsultancy.in\/blog\/2020\/03\/11\/english-speakers-during-lectures-in-english-with-str-texts\/","title":{"rendered":"English speakers during lectures in English with STR texts"},"content":{"rendered":"\n
English speakers during lectures in English with STR texts <\/a><\/strong><\/h5>\n\n\n\n

We provide texts generated by speech-to-text-recognition (STR) technology for non-native English speakers during lectures in English. We aim to test the feasibility of our approach. Our results show that participants who learned with STR-texts outperformed those who learned without them. Results also show no significant effect of STR-texts on post-test scores of the low and high ability participants after controlling for the effect of learning ability. Besides, there is no significant difference in cognitive load and anxiety of the low and high ability participants. Based on our findings several implications are made for the teaching and research communities. English speakers during lectures in English with STR texts <\/em><\/a><\/p>\n\n\n\n

Related studies suggest to optimize instruction and match it to individual learner\u2019s ability. Besides, various learning technologies can be applied, e.g. STR-texts to facilitate low proficiency level students\u2019 comprehension of lectures in a foreign language. It is found that students who received instruction optimized to their individual learning ability, achieved greater literacy growth than students who did not receive individualized instruction. <\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

Self-efficacy plays important role in education. It is defined as the belief in one\u2019s ability to complete specific tasks successfully and therefore, it has a considerable impact on learning outcomes.<\/p>\n\n\n\n

One reason is that high self-efficacy learners view difficult tasks as something to be mastered rather than something to be avoided. Therefore, learners with high self-efficacy are more likely to study harder and try challenging tasks in order to pursue their learning goals. The association between self-efficacy and learning ability in various contexts has been explored. For example, a statistically positive relationship was found between self-efficacy and learning ability – those with high self-efficacy were more engaged in learning and had better performance compared to those with low self-efficacy. <\/p>\n\n\n\n

That students who were exposed to the video of the instructor, presentation slides and STR-texts performed significantly better compared to those who were exposed to the video of the instructor and presentation slides only. Based on this result, we may conclude that STR-texts were beneficial for learning of the experimental students. This finding is in line with other related studies. <\/p>\n\n\n\n

https:\/\/speakinenglish.in\/<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

English speakers during lectures in English with STR texts We provide texts generated by speech-to-text-recognition (STR) technology for non-native English speakers during lectures in English. We aim to test the feasibility of our approach. Our results show that participants who learned with STR-texts outperformed those who learned without them. Results also show no significant effect<\/p>\n

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