Earticle

초록

영어

This paper examines the effects of repeated Reading Aloud(RA) practice on Korean university-level EFL learners’ pronunciation accuracy and learning perceptions. Over ten weeks, learners participated in structured RA activities, and their speech was analyzed using a Speech-to-Text(STT) system. STT-based analysis showed measurable improvement in pronunciation clarity, including an increase in the number of students achieving 100% word recognition and a decrease in those with low recognition rates. Error types were categorized into persistent, disappearing, and newly occurring forms, revealing that while many pronunciation issues improved, complex features such as consonant clusters, reduced syllables, and morpheme endings(e.g., -ed, -s) remained problematic. Survey and open-ended responses indicated that learners became more aware of their pronunciation issues, improved rhythm and fluency, and felt more motivated to continue English learning. Despite these gains, some still expressed discomfort with public speaking, suggesting a need for emotional support alongside skill training. This study highlights RA as a practical, low-cost strategy that supports both linguistic and affective growth, especially when combined with STT-based feedback that enables targeted analysis and personalized instruction.

목차

Abstract
1. 서론
2. 이론적 배경
2.1. RA의 교육적 가치와 해외 연구 동향
2.2. 국내 RA 연구 동향과 STT 기반 발음 분석의 가능성
3. 연구방법
3.1. 연구 참여자
3.2. 연구 도구
3.3. 자료 수집과 분석
4. 분석 결과
4.1. STT 기반 분석을 통한 발음 정확도의 변화
4.2. 발음 오류 유형의 변화 분석
4.3. 학습자 인식 변화 분석
5. 논의 및 결론
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키워드

낭독(소리 내어 읽기) 발음 음성인식(STT) 영어 학습자(EFL) 인식 읽기 유창성 reading aloud(RA) pronunciation speech-to-text(STT) EFL learners perception fluency

저자

• 김정덕 [ Jeung Deok Kim | 국립경국대학교/부교수 ]

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