In this study, we applied a combination of speech-to-text recognition (STR) and computer-aided translation (CAT) technologies during lectures in English as a foreign language to facilitate student comprehension of the lecture content. The instructor lectured in English, the STR system generated texts from the voice input, and the CAT system then simultaneously translated the STR texts into the students’ native language. We aimed to test the feasibility of applying combined STR and CAT technologies to facilitate student comprehension of lecture content in a foreign language. To this end, we designed an experiment. Three groups with twenty students each were formed. All students attended the same lectures: (a) students in the control group attended lectures without any support, (b) students in experimental group 1 attended lectures with STR support (i.e., they were presented with texts in English generated from the instructor’s speech by STR), and (c) students in experimental group 2 attended lectures with STR and CAT support (i.e., they were presented with texts in their native language that were translated from English by STR and CAT). We compared the posttest results of the students in the three groups. We also explored the effects of our approach with respect to different levels of foreign language ability. Finally, we surveyed the perceptions of students in experimental group 2 about the usefulness of the translated texts for their learning. Our results showed that applying STR and CAT technologies together was a useful approach: the translated texts helped significantly improve student learning performance compared to that of the students in the control condition. Translated texts were beneficial for students, as the students were able (a) to confirm some words that were not clearly spoken by the instructor or to find the meaning of some words with which the students were not familiar and (b) to complement spoken lecture content with translated content to help information processing and enhance comprehension. When comparing students with different language abilities, we found that students with low language abilities benefited from the translated texts the most. The students’ language ability was significantly lower than that of the high-ability students before the experiment; however, the low-ability students’ learning performance showed no significant difference from the high-ability students after the experiment. Finally, most students perceived translated texts as useful for their learning, and they intended to use the texts in the future for learning purposes.

中文翻译：

---

使用STR和CAT生成的文本来帮助学生理解外语授课内容

在这项研究中，我们在英语作为外语的授课过程中结合了语音转文本识别（STR）和计算机辅助翻译（CAT）技术，以帮助学生理解授课内容。讲师以英语授课，STR系统从语音输入生成文本，然后CAT系统同时将STR文本翻译成学生的母语。我们旨在测试将STR和CAT技术结合使用以促进学生理解外语授课内容的可行性。为此，我们设计了一个实验。组成三个小组，每个小组有二十名学生。所有学生都参加了相同的讲座：（a）对照组的学生在没有任何支持的情况下参加了讲座，（b）第一组实验的学生在STR支持下参加了讲座（即向他们展示了STR讲师的演讲所产生的英语文本），以及（c）第二组实验的学生在STR和CAT支持下参加了讲座（即，则向他们展示了其母语的文本，这些文本由STR和CAT从英语翻译而来。我们比较了三组学生的后测结果。我们还探讨了我们的方法对不同水平的外语能力的影响。最后，我们调查了实验组2中学生对翻译文本对学习的有用性的看法。我们的结果表明，将STR和CAT技术一起使用是一种有用的方法：与对照条件下的学生相比，翻译后的文本有助于显着提高学生的学习成绩。翻译的文本对学生是有益的，因为学生能够（a）确认一些讲师没有清楚说出的单词，或者找到某些学生不熟悉的单词的含义，以及（b）补充口头的演讲内容与翻译内容一起使用，以帮助信息处理和增强理解力。在比较具有不同语言能力的学生时，我们发现语言能力低的学生从翻译文本中受益最大。实验前学生的语言能力明显低于高能力学生。然而，实验后，低能力学生的学习表现与高能力学生没有显着差异。最后，大多数学生认为翻译后的文本对他们的学习很有帮助，他们打算将来将这些文本用于学习目的。