Effects of Verbal Components in 3d Talking-Head on Pronunciation Learning among Non-Native Speakers

Abstract

Introduction Discussion of animated characters typically revolves around cartoons, special effects, and movies. However, it appears to be many positive results indicating that animation has an important role in the field of education as well (Balasubramanyam, 2012; McMenemy & Ferguson, 2009; Doyle, 2001). Recently, animations have been included as a part of multimedia learning aid in numerous subject matters, including in language learning (Lin & Tseng, 2012; Kayaoglu, Dag Akba[section] & Ozturk, 2011). In the past, students who learn English as a second language depended heavily on printed text and audio materials such as cassette tapes, audio CDs and radio broadcast (Xiao & Jones, 1995). Speech and language technology evolved under the assumption that speech was merely auditory event (Massaro, Liu, Chen & Perfetti, 2006). Nevertheless, numerous research findings revealed that, students' understanding of the language are also influenced by speaker's face and accompanying gestures, in addition to the actual sound of the speech (Massaro et al., 2006). Therefore, inclusion of animated character that functions as pedagogical agent in language learning instructional aids seems meaningful. An appropriate teaching approach is important when learning a second language with the assistance of animated character (Massaro, Bigler, Chen, Perlman & Ouni, 2008). It is very meaningful for overcoming problems faced by students who need to practice clear pronunciations of new words pertaining to a second language, which is different from their first language (Cook, 1996). Notably, numerous instructional approaches were undertaken in establishing English as a second language being acquired globally, which eventually resulted in the introduction of ComputerAssisted-Language-Learning (CALL) and Mobile-Assisted-language-Learning (MALL). In CALL or MALL, the embodied agent, or talking-head animation, becomes the prominent virtual aid for teaching pronunciation, vocabulary, articulation and so forth (Wik & Hjalmarsso, 2009). Generally, talking-head animation acts as a visual character that functions by saying a word or telling a story to the students (Dey, Maddock & Nicolson, 2010). The talking-head character is limited in a setting that the display on the screen only shows the section from the top of its head to the shoulders (Dey et al., 2010). In addition, talking-head animation was developed by combining the principles of linguistics, pedagogy and replete with a good audio system that is capable of helping students to optimize their pronunciation skills (Massaro, 2003). 3D talking-head Nowadays, there are increasing educational research interests on the animated pedagogical agent in aiding language learning. (Atkinson, 2002; Baylor & Ruy, 2003; Moreno & Mayer, 2000). Pedagogical agents are animated characters designed to function in educational settings to facilitate learning (Shaw, Johnson & Ganeshan, 1999). Some regard the agents as talking-heads which feature speech, facial expressions, and gestures to implement pedagogical strategies (Graesser, Chipman & King, 2008). The talking-heads may be featured as virtual tutors or teachers in language learning applications, supporting various facets of the learning process, including read aloud and practice conversation (Busa, 2008). Acquiring a new language could be challenging matters to people from all walks of life, especially adult learners (Tan, Lin & Wang, 2013). In a study that evaluated synthetic and natural Mandarin visual speech, Chen and Massaro (2011) revealed that 3D talking-head can improve the learning process of new language acquisition. Massaro (2006a) identified potential of animated virtual tutors in language learning, specifically for individuals who possess language learning disabilities and require extra instruction. Nonetheless, the requirements have hardly been fulfilled due to the shortage of professionals and skilled teachers who can offer individual or personalized attention (Massaro, 2006a). …