We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners’ perceptions of the pedagogical use of these tools in learning a French segment (the vowel /y/, as in tu
‘you’) and a suprasegmental feature (across-word resyllabification/liaison, observed in petit enfant
‘small child’), in a mobile-assisted context. Our results indicate that, when used in a “learn anytime anywhere” mobile setting, the participants believe that they have: (1) increased and enhanced access to input; and (2) multiple opportunities for speech output and (3) for the development of prediction skills. Interestingly, these findings meet the requirements for successful L2 learning, one that recommends the inclusion of pedagogical activities that promote exposure to input (Nation & Newton 2009), multiple opportunities for output (Swain 1995), and the development of prediction skills (Dickerson 2015) to foster learner autonomy and, consequently, to maximize classroom time by extending the reach of the classroom. Our findings also indicate that participants recognize the pedagogical importance of TTS and ASR, and enjoy the mobile-enhanced learning environment afforded by these two technologies.
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