Facilitating cross-cultural understanding with learning activities supported by speech-to-text recognition and computer-aided translation

Author(s): Rustam Shadiev, Yueh-Min Huang

Year of publication: 2016

Keywords: Cross-cultural learning, Speech-to-text recognition, Computer-aided translation, Intercultural communication, Technology-supported learning, Learning outcomes, Digital interaction, Multilingual education, Usability and accessibility

Methodology/Sample: _/10 students

Reference: Shadiev, R., & Huang, Y. M. (2016). Facilitating cross-cultural understanding with learning activities supported by speech-to-text recognition and computer-aided translation. Computers & Education, 98, 130-141. https://doi.org/10.1016/j.compedu.2016.03.013

Abstract

We designed and implemented cross-cultural learning activities for this study. Participants from two countries, geographically located very far from each other, represented different cultures that have no communication language in common. Two systems were applied to learning activities in order to enable interaction and information exchange among the participants: (1) a speech-to-text recognition system, which generates texts from a speaker’s voice input in his/her native language and (2) computer-aided translation system, which simultaneously translates texts into the language of the speaker’s foreign peers. The goal was to test the feasibility of learning activities supported by the two systems and their effectiveness for cross-cultural learning. To this end, we evaluated participants’ learning outcomes, analyzed their online communication with peers, and carried out a questionnaire survey and interviews with both the participants and their instructors. The use of multiple data sources allowed triangulation of the findings, thus adding rigor to the research. We obtained three findings through this study. First, cross-cultural learning took place. Second, the questionnaire and interview results show that the two systems are easy to use and useful for cross-cultural learning. According to participants, even with no common language, they could still interact and exchange culture-related information using the two systems. Finally, the results indicate that the texts produced by the two systems are acceptable and useful for the cross-cultural learning of participants (except texts translated from Russian into Chinese in the second week). These findings suggest that the educators and researcher can implement cross-cultural learning activities for participants with no common language with the support of speech-to-text recognition and computer-aided translation systems, as these two systems can help participants to communicate and exchange culture-related information.

> Summary

  • The study implemented cross-cultural learning activities using speech-to-text recognition and computer-aided translation systems for participants with no common language.
  • Findings indicated that cross-cultural learning occurred, and participants could exchange culture-related information effectively.
  • The systems were reported as easy to use and beneficial for learning, despite some limitations in text accuracy.
  • Future improvements in the accuracy of these systems are anticipated, reducing the need for manual corrections.

> Problem statement

  • The paper discusses the challenge of ensuring effective communication among learners from different cultures with no common language.
  • It highlights the low accuracy rates of texts produced by speech-to-text recognition (STR) and computer-aided translation (CAT) systems.
  • The necessity of manual corrections to STR and CAT outputs is emphasized, which can hinder communication flow.
  • The paper raises concerns about the current capacity of STR, necessitating manual editing of generated texts.
  • It questions the effectiveness of STR and CAT systems in cross-cultural communication without proper training and practice.

> Methods used

  • The study involved ten junior high school students from Taiwan and Uzbekistan participating in online cross-cultural learning activities.
  • Participants had no prior experience with speech-to-text recognition but had experience with computer-aided translation.
  • Instructors guided participants and explained learning activities to enhance cross-cultural understanding.
  • Speech-to-text recognition and computer-aided translation systems were utilized for communication.
  • Data was collected through online communication, a questionnaire survey, and semi-structured interviews.
  • Participants’ learning outcomes were evaluated based on their reflections and coded for analysis.
  • A questionnaire assessed perceived ease of use and usefulness of the technologies.
  • Interviews were conducted to gather insights on participants’ experiences and the effectiveness of the systems.

> Practical implications

  • The study demonstrates the feasibility of using STR and CAT systems for cross-cultural learning activities among participants with no common language.
  • Participants can communicate independently without relying on translators, enhancing bi-cultural communication.
  • The systems facilitate authentic cultural exchanges, allowing participants to ask questions and share reflections.
  • Educators can implement these technologies to improve cross-cultural understanding in educational settings.
  • The accuracy of STR and CAT systems can be improved with practice and training.
  • The approach is convenient and reduces anxiety for both instructors and participants.

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