Abstract In this study, we applied speech-enabled language translation (SELT) during lectures in a foreign language. The SELT program received input from the instructor’s speech and generated translated texts that were shown to students during lectures. We tested the feasibility of our approach specifically with regard to how it facilitates student attention and meditation. In addition, we assessed student perceived cognitive load and satisfaction during lectures with SELT support. To this end, we hired sixty students who attended lectures in English as a foreign language. The students were randomly divided into three groups: (1) Control group 1, with students who learned lecture content with no support, (2) Control group 2, with students for whom transcriptions in the instructional language (i.e. English as a foreign language) were shown during lectures, and (3) the Experimental group, with students for whom SELT-texts (i.e. translated transcriptions from English into the students’ native language) were shown during lectures. We compared the attention, meditation, and perceived cognitive load of the students in the three groups and found that the SELT-texts were the most beneficial for student learning. When the SELT-texts were presented, student attention and meditation levels were the highest compared to those of the students in the other two groups. In addition, students perceived lower cognitive load during lectures in a foreign language with SELT support. Finally, the students were satisfied with their learning experience when SELT-texts were presented. Based on our results, several implications are drawn, and suggestions are provided.

中文翻译：

---

在语音支持的语言翻译支持的外语讲座中调查学生的注意力、冥想、认知负荷和满意度

摘要 在这项研究中，我们在外语讲座中应用了支持语音的语言翻译 (SELT)。SELT 程序从教师的演讲中接收输入并生成翻译文本，在讲座期间向学生展示。我们测试了我们的方法的可行性，特别是它如何促进学生的注意力和冥想。此外，我们在 SELT 支持下评估了学生在讲座期间感知到的认知负荷和满意度。为此，我们聘请了 60 名以英语作为外语参加讲座的学生。学生被随机分为三组：（1）控制组 1，学生在没有支持的情况下学习讲座内容，（2）控制组 2，学生用教学语言（即 英语作为一门外语）在课堂上展示，以及（3）实验组，在课堂上展示SELT文本（即从英语翻译成学生母语）的学生。我们比较了三组学生的注意力、冥想和感知认知负荷，发现 SELT 文本对学生的学习最有益。当呈现 SELT 文本时，与其他两组学生相比，学生的注意力和冥想水平最高。此外，学生在 SELT 支持下以外语授课时认知负荷较低。最后，当 SELT 文本出现时，学生对他们的学习体验感到满意。根据我们的结果，得出了几个含义，