TTS-based instruction and teacher-led instruction produce similar RPT production outcomes in EFL learners¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? There was no effect for Time or Group on production of regular past tense allomorphs: TTS and Non-TTS groups remained statistically similar from pretest to posttest. → Cardoso 2018
Evidence¶
Cardoso 2018¶
Cardoso, W. (2018). Learning L2 pronunciation with a text-to-speech synthesizer. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds), Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018. Research-publishing.net. https://doi.org/10.14705/rpnet.2018.26.806
q2 · i? · causal · r1
Mixed between-within subjects ANOVA with pairwise comparisons in a pretest-posttest study of 18 intermediate EFL students stratified into a TTS group and a Non-TTS group over four weeks. The article reports "no effect for Time or Group" on RPT allomorphy production.
"For both Word Reading and Guided Task, there was no effect for Time or Group, indicating no significant improvement: the RPT allomorphs remained the same from pretest to posttest, across the two groups and tasks."
Discussion¶
Related Claims¶
- RPT allomorphs are acquired in the order id>d>t, with significant improvement only for -d — reports the opposite
- TTS-group learners reported becoming aware of differences in RPT pronunciation in post-study interviews — related
- Monitoring significantly improves a second language learner's accuracy on learnable rules (subject-verb agreement, regular past tense) in the most monitored style — a broader claim this one bears on
- X-Word Grammar students improved significantly more on subject-verb agreement, borderline on tense, and not significantly on aspect/verb forms — related
- Explicit correction was more effective than implicit or-choice feedback for beginner Iranian EFL learners' production of English tense markers — related
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