Diagnostic CALL tool for Arabic learnersCitation formats

  • Authors:
  • Allan Ramsay
  • Sake Jager (Editor)
  • Linda Bradley (Editor)
  • Estelle Meima (Editor)
  • Sylvie Thou"esny (Editor)

Standard

Diagnostic CALL tool for Arabic learners. / Ramsay, Allan; Jager, Sake (Editor); Bradley, Linda (Editor); Meima, Estelle (Editor); Thou"esny, Sylvie (Editor).

host publication. ed. / Sake Jager; Linda Bradley; Estelle Meima; Sylvie Thou"esny. 2014. p. 6-11.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Harvard

Ramsay, A, Jager, S (ed.), Bradley, L (ed.), Meima, E (ed.) & Thou"esny, S (ed.) 2014, Diagnostic CALL tool for Arabic learners. in S Jager, L Bradley, E Meima & S Thou"esny (eds), host publication. pp. 6-11, CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, 1/01/24.

APA

Ramsay, A., Jager, S. (Ed.), Bradley, L. (Ed.), Meima, E. (Ed.), & Thou"esny, S. (Ed.) (2014). Diagnostic CALL tool for Arabic learners. In S. Jager, L. Bradley, E. Meima, & S. Thou"esny (Eds.), host publication (pp. 6-11)

Vancouver

Ramsay A, Jager S, (ed.), Bradley L, (ed.), Meima E, (ed.), Thou"esny S, (ed.). Diagnostic CALL tool for Arabic learners. In Jager S, Bradley L, Meima E, Thou"esny S, editors, host publication. 2014. p. 6-11

Author

Ramsay, Allan ; Jager, Sake (Editor) ; Bradley, Linda (Editor) ; Meima, Estelle (Editor) ; Thou"esny, Sylvie (Editor). / Diagnostic CALL tool for Arabic learners. host publication. editor / Sake Jager ; Linda Bradley ; Estelle Meima ; Sylvie Thou"esny. 2014. pp. 6-11

Bibtex

@inproceedings{61b29478cdee410fad48540c7f563f23,
title = "Diagnostic CALL tool for Arabic learners",
abstract = "Our proposed work is aimed at teaching non-native Arabic speakershow to improve their pronunciation. This paper reports on a diagnostic tool forhelping non-native speakers of Arabic improve their pronunciation, particularlyof words involving sounds that are not distinguished in their native languages.The tool involves the implementation of several substantial pieces of software.The first task is to ensure the system we are building can distinguish betweenthe more challenging sounds when they are produced by a native speaker, sincewithout that, it will not be possible to classify learners’ attempts at these sounds.To this end, we carried out a number of experiments with the well-known speechrecognition Hidden Markov Model Toolkit (HTK), in order to ensure that itcan distinguish between confusable sounds, such as the ones that people havedifficulty with. Our diagnostic tool provides feedback in three different forms: asan animation of the vocal tract, as a synthesised version of the target utterance,and as a set of written instructions. We have evaluated the tool by placing it in aclassroom setting, asking 40 Arabic students to use the different versions of thetool. Each student had a thirty minute session with the tool, working their waythrough a set of pronunciation exercises at their own pace. Preliminary resultsfrom this pilot group show that their pronunciation does improve over the courseof the session.",
keywords = "computer-aided language learning",
author = "Allan Ramsay and Sake Jager and Linda Bradley and Estelle Meima and Sylvie Thou{"}esny",
year = "2014",
language = "English",
isbn = "ISBN13: 978-1-908416-19-3",
pages = "6--11",
editor = "Sake Jager and Linda Bradley and Estelle Meima and Sylvie Thou{"}esny",
booktitle = "host publication",

}

RIS

TY - GEN

T1 - Diagnostic CALL tool for Arabic learners

AU - Ramsay, Allan

A2 - Jager, Sake

A2 - Bradley, Linda

A2 - Meima, Estelle

A2 - Thou"esny, Sylvie

A2 - Jager, Sake

A2 - Bradley, Linda

A2 - Meima, Estelle

A2 - Thou"esny, Sylvie

PY - 2014

Y1 - 2014

N2 - Our proposed work is aimed at teaching non-native Arabic speakershow to improve their pronunciation. This paper reports on a diagnostic tool forhelping non-native speakers of Arabic improve their pronunciation, particularlyof words involving sounds that are not distinguished in their native languages.The tool involves the implementation of several substantial pieces of software.The first task is to ensure the system we are building can distinguish betweenthe more challenging sounds when they are produced by a native speaker, sincewithout that, it will not be possible to classify learners’ attempts at these sounds.To this end, we carried out a number of experiments with the well-known speechrecognition Hidden Markov Model Toolkit (HTK), in order to ensure that itcan distinguish between confusable sounds, such as the ones that people havedifficulty with. Our diagnostic tool provides feedback in three different forms: asan animation of the vocal tract, as a synthesised version of the target utterance,and as a set of written instructions. We have evaluated the tool by placing it in aclassroom setting, asking 40 Arabic students to use the different versions of thetool. Each student had a thirty minute session with the tool, working their waythrough a set of pronunciation exercises at their own pace. Preliminary resultsfrom this pilot group show that their pronunciation does improve over the courseof the session.

AB - Our proposed work is aimed at teaching non-native Arabic speakershow to improve their pronunciation. This paper reports on a diagnostic tool forhelping non-native speakers of Arabic improve their pronunciation, particularlyof words involving sounds that are not distinguished in their native languages.The tool involves the implementation of several substantial pieces of software.The first task is to ensure the system we are building can distinguish betweenthe more challenging sounds when they are produced by a native speaker, sincewithout that, it will not be possible to classify learners’ attempts at these sounds.To this end, we carried out a number of experiments with the well-known speechrecognition Hidden Markov Model Toolkit (HTK), in order to ensure that itcan distinguish between confusable sounds, such as the ones that people havedifficulty with. Our diagnostic tool provides feedback in three different forms: asan animation of the vocal tract, as a synthesised version of the target utterance,and as a set of written instructions. We have evaluated the tool by placing it in aclassroom setting, asking 40 Arabic students to use the different versions of thetool. Each student had a thirty minute session with the tool, working their waythrough a set of pronunciation exercises at their own pace. Preliminary resultsfrom this pilot group show that their pronunciation does improve over the courseof the session.

KW - computer-aided language learning

M3 - Conference contribution

SN - ISBN13: 978-1-908416-19-3

SP - 6

EP - 11

BT - host publication

ER -