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The Use of Text-to-Speech to Teach Vocabulary to English Language Learners

Rivera Perez, Jean F

Abstract Details

2016, PhD, University of Cincinnati, Allied Health Sciences: Communication Sciences and Disorders.
Many English language learners (ELL) show a significant vocabulary gap when compared to their monolingual peers. Due to this, many of these children are at risk of not being able to meet academic standards. To ameliorate this vocabulary gap, bilingual instruction has been recommended as an alternative English-only instruction in order to promote second language learning and specifically bilingual vocabulary acquisition. Professionals who are fluent in more than one language commonly administer these bilingual interventions. However, the number of bilingual professionals who can provide bilingual instruction to ELL children is limited, and many children miss the benefits of this type of instruction. The purpose of this research is to determine the effectiveness of using the first language (L1), specifically Spanish, with an online text-to-speech computer program used by a monolingual clinician to enhance vocabulary growth in both the L1 and second language (L2) of children who are ELLs. Forty-three Spanish-speaking preschoolers in English-only-instruction-classrooms were randomly assigned to one of three-conditions addressing vocabulary and definition: (a) Spanish- English intervention (SEI, n=14) using text-to-speech for supplemental translation into Spanish; (b) English-only intervention (EI, n=14); and (c) Control (n=15). In SEI and EI, a monolingual speaker of English provided intervention that taught vocabulary and definition. The clinician in the SEI group used text-to-speech technology (TTS) to deliver translations of the target words and definitions. All children were tested for expressive knowledge of the vocabulary targets and definitions before intervention, after intervention, and six weeks post intervention. The SEI and EI groups showed significantly greater gains in English naming when compared to the control group. The SEI group showed significantly greater gains in English definitions when compared to the control group. The SEI group showed significantly greater gains in Spanish naming and definition when compared to the EI and control group. The results support the use of Spanish/English intervention to promote the acquisition of Spanish expressive vocabulary and definitions in Spanish and English. TTS was found to be a useful method to support mono English SLPs in providing this intervention. In this project we also addressed shyness in ELLs. ELLs who are shy have demonstrated lower L2 competency as well as slower L1 development when compared with their non-shy peers (Keller et al., 2013). However, the impact of shyness on vocabulary gains during vocabulary intervention is a topic less reported in the literature. This research examined the relationship between scores on the Assertive Social Skills and Shyness/Anxiety rating scale of the Teacher Child Rating Scale 2.1 (T-CRS 2.1), and gains in naming vocabulary following English-only intervention (EI, n=14) or Spanish-English intervention (SEI, n=14) for ELLs. Our results indicated that Assertive Social Skills and Shyness/Anxiety rating scale percentiles predicted English vocabulary gains in both the EI and SEI groups and Spanish vocabulary gains in the SEI group for naming and definition. Children who achieved lower percentile scores on the Assertive Social Skills and Shyness/Anxiety rating scale (reflecting greater shyness) learned fewer new words than children who demonstrate high levels in assertiveness.
Nancy Creaghead, Ph.D. (Committee Chair)
Sandra Combs, Ph.D. (Committee Member)
Ying Guo, Ph.D. (Committee Member)
Lesley Raisor, Ph.D. (Committee Member)
Karla Washington, Ph.D. (Committee Member)
152 p.

Recommended Citations

Citations

  • Rivera Perez, J. F. (2016). The Use of Text-to-Speech to Teach Vocabulary to English Language Learners [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470753301

    APA Style (7th edition)

  • Rivera Perez, Jean. The Use of Text-to-Speech to Teach Vocabulary to English Language Learners. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470753301.

    MLA Style (8th edition)

  • Rivera Perez, Jean. "The Use of Text-to-Speech to Teach Vocabulary to English Language Learners." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470753301

    Chicago Manual of Style (17th edition)