A System for Analyzing and Evaluating Computer Assisted Second Language Pronunciation Teaching Websites and Mobile Apps
The potential benefits of computer assisted pronunciation teaching (CAPT) include a private, stress free learning environment; virtually unlimited input; practice at the student's own pace; individualized, instantaneous feedback through Automatic Speech Recognition (ASR) and visual acoustic and articulatory displays. Regrettably, however, CAPT software does not always measure up to its potential. Furthermore, many L2 teachers and learners are not familiar with the full range of CAPT possibilities and may not be aware of what features to look for in an instructional product. This paper shares a remedy to this problem a comprehensive set of criteria for analyzing and evaluating CAPT software, websites, and mobile apps. Utilizing an easy to use checklist format, as well as Likert scale and open response items, this system is designed to guide teachers and learners in evaluating CAPT programs. The Need to Evaluate CAPT Software Today, increasing numbers of language learners and teachers are relying on websites and mobile apps to help them improve their second or foreign language skills (Rosell Aguilar, 2017, p. 243) A large number of sites and apps have been developed with the goal of helping language learners (and their teachers) with various aspects of the target language including pronunciation. Regrettably, not all these websites and apps are equally helpful or effective. For this reason, rather than being "seduced" by publishers' marketing, language teachers and learners "need to analyze these programs from a critical perspective using pedagogically coherent and technically elaborated criteria" (Martins, Levis, Borges, 2016, p. 142) O'Brien and Levis warn: "Many of the commercially available products are often neither pedagogically sound nor informed by research" (2017, p. 1) Neri, Cucchiarini, Strik, and Boves (2002, p. 441) laud the "wealth of CAPT systems" available but caution. When examined carefully..the display of products may not look entirely satisfactory. Many authors describe commercially available programs as fancy looking systems that may at first impress student and teacher alike, but eventually fail to meet sound pedagogical requirements..These systems, which do not fully exploit the potentialities of CAPT, look more like the result of a technology push, rather than of a demand pull. (p. 442) Kaiser (2017, slide 45) notes, "Instruction is often at the service of what is easier to program or what will 'sell' the app than what is best pedagogy." Characteristics of Ideal CAPT Software Considering not only the pedagogical but also the technological aspects of CAPT software, Neri, Cucchiarini, Strik, and Boves came up with "some basic recommendations for the ideal design of effective pronunciation teaching and learning" software: Learning must take place in a stress free environment in which students can be exposed to considerable and meaningful input, are stimulated to actively practice oral skills and can receive immediate feedback on individual errors. Input should pertain to real world language situations, it should include multiple speaker models and it should allow the learner to get a sense of the articulatory movements involved in the production of L2 speech. Oral production should be elicited with realistic material and exercises catering 963SITE 2019 Las Vegas, NV, United States, March 18 22, 2019