The protocols, metrics, algorithms, and methods necessary to statistically analyze and discuss the results are also detailed. Data is automatically gathered by the CAPT systems to give an immediate specific feedback to users and to analyze all results. The experimental research conducted applying these methodological choices with real users validates the efficiency of the CAPT prototypes developed for the four main experiments of this dissertation. Particularly, it aims to improve learner's L2 pronunciation at the segmental level with a specific set of methodological choices, such as learner's first and second language connection (L1–L2), minimal pairs, a training cycle of exposure–perception–production, individualistic and social approaches, and the inclusion of ASR and TTS technology. This PhD thesis addresses the design and validation of an innovative CAPT system for smart devices for training second language (L2) pronunciation. However, pronunciation is one area of teaching that has not been developed enough since there is scarce empirical evidence assessing the effectiveness of tools and games that include speech technology in the field of pronunciation training and teaching. The quality of speech technology (automatic speech recognition, ASR, and text–to–speech, TTS) has considerably improved and, consequently, an increasing number of computer-assisted pronunciation (CAPT) tools has included it. This result and comments by students in the RA group indicate that the scaffolding by a teacher during lessons had long-term effects on students’ abilities in retaining classroom English sentences. The results of the retention rate showed that the students in the RA instruction group sustained a higher retention than those in the non-instruction group. The tests were conducted three times, as follows: (1) in April 2009 when they had entered the high school, (2) in June 2009 when the RA instruction group had learned 20 classroom English sentences over the course of five lessons, and (3) in December 2011 when they were the third grade students. Following the methods of experiments in certain previous studies on RA, cloze tests were given to students in order to monitor their memory transition. They were divided into two groups: (a) an RA instruction group, and (b) a non-instruction group.
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In total, 49 Japanese high school students participated in this study. From 2009 to 2011, we conducted a longitudinal study spanning three academic years at a public senior high school in Japan.
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The audio materials used during their instruction were created by using Text-To-Speech (TTS) speech sounds. This study examines the retention effect of classroom English sentences, which Japanese high school students learned through the activity of reading aloud (RA).