Text-to-Speech Software: A New Perspective in Learning and Teaching Word Stress, Word Intonation, Pitch Contour, and Fluency of English Reading

Meihami, Hussein

doi:10.18052/www.scipress.com/ILSHS.8.24

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Text-to-Speech Software: A New Perspective in Learning and Teaching Word Stress, Word Intonation, Pitch Contour, and Fluency of English Reading

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Abstract:

When mentioning technology in the language classroom, the first impulse is to think computer technology, almost because computers have so pervade our daily home, workplace, and society contexts. The aim of this experimental research is to investigate the effect of using Text-To-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in different aspects of reading fluency. In this study, we investigated teaching and learning of Word Stress, Word intonation, Pitch Contour, and Fluency of English reading through TTS. It should be stated that comprehension had been worked in the program but wasn’t investigated in the study. The study indicated that word stress; word intonation, pitch contour, and fluency had significantly improved by using TTS software.

Info:

Periodical:

International Letters of Social and Humanistic Sciences (Volume 8)

Pages:

24-33

DOI:

https://doi.org/10.18052/www.scipress.com/ILSHS.8.24

Citation:

H. Meihami, "Text-to-Speech Software: A New Perspective in Learning and Teaching Word Stress, Word Intonation, Pitch Contour, and Fluency of English Reading", International Letters of Social and Humanistic Sciences, Vol. 8, pp. 24-33, 2013

Online since:

September 2013

Authors:

Hussein Meihami

Keywords:

Computer Assisted Language Learning, Reading Fluency, Speech to Talk Software, Teaching Reading, Text-to-Speech

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Open Access

This work is licensed under a
Creative Commons Attribution 4.0 International License

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Cited By:

[1] E. Bone, E. Bouck, "Accessible text-to-speech options for students who struggle with reading", Preventing School Failure: Alternative Education for Children and Youth, Vol. 61, p. 48, 2017

DOI: https://doi.org/10.1080/1045988X.2016.1188366