This study investigated how learning styles (visual/verbal) and the use of Automatic Speech Recognition (ASR) software affect English as a Second Language adult learners’ improvement during a 12-week course focusing on pronunciation. In the control group (n = 28), the teacher corrected and gave feedback on the adult learners’ pronunciation; experimental group 1 (n = 33) used dictation ASR along with peers’ correction; and experimental group 2 (n = 31) used dictation ASR alone. Their pre- and post-tests on pronunciation in reading tasks and live conversation were analyzed with their learning styles taken into account, using 2-way ANCOVA. The results suggest that learning styles made a significant difference in the pronunciation performance of the reading task in all groups. Visual style learners outperformed verbal style learners in the reading task. The combination of ASR and peer correction yielded the highest improvement in both reading tasks and live conversation.

这项研究调查了学习方式（视觉/语言）和自动语音识别（ASR）软件的使用如何在为期12周的专注于发音的课程中影响英语作为第二语言的成人学习者的进步。在对照组（n = 28）中，老师进行了改正并提供了有关成人学习者发音的反馈；实验组1（n = 33）使用听写ASR以及同伴的矫正；实验组2（n = 31）仅使用听写ASR。使用2-way ANCOVA分析了他们在阅读任务和现场对话中的发音前和后测，并考虑了他们的学习风格。结果表明，在所有小组中，学习方式在阅读任务的发音表现上均具有显着差异。在阅读任务中，视觉风格学习者的表现优于言语风格学习者。ASR和同伴校正的结合在阅读任务和实时对话方面都产生了最大的进步。