ERIC Number: EJ1126587
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Auditory Support in Linguistically Diverse Classrooms: Factors Related to Bilingual Text-to-Speech Use
Van Laere, E.; Braak, J.
Journal of Computer Assisted Learning, v33 n1 p79-95 Feb 2017
Text-to-speech technology can act as an important support tool in computer-based learning environments (CBLEs) as it provides auditory input, next to on-screen text. Particularly for students who use a language at home other than the language of instruction (LOI) applied at school, text-to-speech can be useful. The CBLE E-Validiv offers content in the LOI and one of six other languages. All content can be read aloud via text-to-speech. For students having a home language other than the LOI, the other language is set to their home language; students who use the LOI at home mostly have English or French available. This study aimed to determine fifth-grade students' use of bilingual text-to-speech and examine student characteristics related to this use (n = 360). Multilevel hierarchical regression analyses show that particularly students having their home language available apply text-to-speech in their home language. However, their main focus remains on text-to-speech in the LOI. Students with a low self-assessed proficiency in their home language and those who often watch television and read books in the LOI use text-to-speech more in the LOI. Considerations for practice, the design of CBLEs with text-to-speech and future directions for research are discussed.
Descriptors: Assistive Technology, Bilingualism, Computer Assisted Instruction, Language of Instruction, Grade 5, Student Characteristics, Hierarchical Linear Modeling, Regression (Statistics), Native Language, Language Minorities, Language Proficiency, Reading, Television Viewing, English, French, Elementary School Students
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A