Research Article
Dana Ondrušková
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep608
ABSTRACT
This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners’ performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.
Keywords: pronunciation training, AI-assisted learning, language education, listening comprehension
Research Article
Dichitchai Mettarikanon, Weeratian Tawanwongsri, Pitchaya Jaruvijitrattana, Sasipaka Sindhusen, Surinnart Charoenchitt, Patsaraporn Manunyanon
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep477
ABSTRACT
The informed consent process is integral to medical procedures, including skin biopsies, which are the definitive method for diagnosing challenging skin lesions. Educational videos are recognized for effective delivery of information for informed consent. This study aimed to evaluate the efficacy of an informed consent process using educational videos to improve patient understanding and reduce preprocedural anxiety. This multicenter, randomized controlled study was conducted during December 2021-June 2023. Participants were randomly assigned to either the video or verbal group in a 1:1 ratio. They completed knowledge and anxiety questionnaires before and after biopsy. The final analysis included 54 participants (verbal group: n=28; video group: n=26) with a mean age of 51.9 years (standard deviation [SD] 18.1), and a balanced gender distribution. Post-intervention knowledge scores (median 10.0; IQR 8.0-10.0) significantly increased compared to pre-intervention scores (median 6.0; IQR 4.0-9.0), p<0.001. Post-intervention Spielberger state-trait anxiety inventory (STAI) scores (median 5.0; interquartile range, IQR 5.0-6.0) significantly decreased compared to pre-intervention scores (median 7.0; IQR 5.0-10.0), p<0.001. Knowledge scores increased more in the video group (median, 2.5; IQR 1.0-5.0) than in the verbal group (median, 1.5; IQR 0.0-4.0), p=0.217. There was no significant difference in STAI score changes between the video group (median 1.0, IQR 0.0-4.0) and the verbal group (median 1.0, IQR 0.0-3.0), p=0.824. Despite statistical insignificance, educational videos exhibited greater effectiveness in enhancing comprehension and demonstrated comparable efficacy in reducing anxiety compared to conventional intervention.
Keywords: educational videos, comprehension, anxiety, informed consent, skin biopsy
Research Article
Michael Graves, Gregory C. Sales, Frances Lawrenz, Beth Robelia, Jayson W. Richardson
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 160-174
ABSTRACT
This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized trial at the classroom level, with classes randomly assigned to either the treatment (classroom n=17) or control (classroom n=17) conditions. Hierarchical Linear Modeling was performed on student achievement data, nested within classrooms within treatment conditions, for the intact classes. HLM analyses using experimenter-designed achievement tests as the outcome variable showed a significant effect for condition, with students in the treatment condition scoring higher than students in the control condition across all the different student groups (gender, ethnicity, and English Language proficiency).
Keywords: DVD, Teacher training, Reading comprehension, Strategies