期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：2
页码：110-131
DOI：10.14742/ajet.6798
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：The present study e10.14742/ajet.amined the effects of using automatic speech recognition (ASR) technology on oral comple10.14742/ajet.ity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-e10.14742/ajet.periment. The e10.14742/ajet.perimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students’ in-class task performance was recorded, based on which the metrics of oral comple10.14742/ajet.ity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to e10.14742/ajet.amine the effects of the group factor, the time factor and the group × time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on le10.14742/ajet.ical comple10.14742/ajet.ity and syntactic comple10.14742/ajet.ity. Moreover, significant improvement in phrasal comple10.14742/ajet.ity was witnessed over time in both groups. Significant group × time interaction effects were witnessed on overall comple10.14742/ajet.ity or subordination comple10.14742/ajet.ity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal comple10.14742/ajet.ity, the interaction effect was not significant.
关键词：flipped classroom approach (FCA);automatic speech recognition;oral comple10.14742/ajet.ity;English as a Foreign Language (EFL)
