ASR-AIDED BILINGUAL LANGUAGE LEARNING GAMES: A MIXED METHOD APPROACH TO IMPROVING EFL LEARNERS’ FEEDBACK

Abstract

This study aims to explore the impact of ASR based bilingual language learning games on EFL learners’ feedback. The research adopts a mixed method approach nexus around the experimental research design. The Goal Setting Theory devised by Edwin Locke and Gary P. Lantham (2002) along with ICALL are the theoretical underpinnings of the study. A sample of one thousand participants is selected through random sampling, and divided equally (n=500) in experimental and controlled group for pre and post testing. The results obtained after hypothesis testing are statistically significant that may contribute towards the positive effect of using ASR towards language learning feedback. The Likert scale based posttest questionnaire consisted of fifteen closed ended questions and two open ended questions is administered for quantitative and qualitative data collection. The results reveal students’ satisfaction of using ASR based bilingual language learning games for learning feedback, which can serve as one of the significant findings for the incorporation of ASR technology in language learning.