Exploring the Feasibility of an ASR Reading Tutor as a Supplemental Tool for English Language Learning to Enhance Pronunciation and Vocabulary among EFL Saudi Arabian Students

Abstract

The present dissertation delves into the realm of English language learning in the context of Saudi Arabia, with a specific focus on the feasibility of designing and integrating an Automatic Speech Recognition (ASR) Reading Tutor as a supplemental tool. The primary aim is to enhance both pronunciation and vocabulary acquisition among Saudi Arabian students. This research seeks to address the challenges faced by English as a Foreign Language (EFL) learners in Saudi Arabia, particularly in relation to effective pronunciation and vocabulary enhancement strategies. The study is structured around three fundamental research questions, all aimed at examining the influence of a bespoke ASR Reading Tutor. This personalized tutor serves as the central point of investigation, addressing specific aspects of English language learning within the context of this study. The first research question investigates the efficacy of the Microsoft Pronunciation Assessment tool within the ASR Reading Tutor app. A pre-pilot study using YouTube videos serves as an initial exploration of the tool's ability to identify unique pronunciation errors specific to Saudi EFL learners. The subsequent research question scrutinizes the extent to which pronunciation skills of Saudi EFL learners improve through a two-week pilot study, as discerned by a comparison of baseline ASR backend outputs from the initial and final weeks' errors. This question elucidates the potential for rapid enhancement within a limited timeframe. Lastly, the third research question probes the potential of the ASR Reading Tutor app (LinguaWiz), supplemented by additional features, to positively impact vocabulary size improvement among EFL students. This is gauged through self-assessment questionnaires, providing insights into the practical effectiveness of the tool in a broader language skill domain. Through the data collection and analysis, including ASR outputs from user engagement metrics and questionnaire responses, the study concludes in a thorough summary of the findings. The results indicate the potential of ASR technology in addressing key language learning challenges. The Microsoft Pronunciation Assessment tool exhibited proficiency in identifying specific pronunciation errors unique to Saudi EFL learners. Furthermore, the Reading Tutor app introduces promising outcomes in terms of both pronunciation enhancement and vocabulary acquisition. The user engagement metrics and self-assessment questionnaires indicate increased active involvement, improved pronunciation, and an expanded vocabulary. In conclusion, this dissertation contributes to the evolving landscape of EFL education in Saudi Arabia by demonstrating the potential of ASR technology as a supplemental tool for language enhancement. The findings underscore the efficacy of the app (LinguaWiz) in addressing pronunciation and vocabulary challenges. Future research can build upon these insights, potentially leading to more tailored and effective language-learning strategies for Saudi Arabian students. Ultimately, this study initiates a journey towards optimizing language acquisition methods through technological employment.