Liberated Learning: Analysis of University Students' Perceptions and Experiences with Continuous Automated Speech Recognition

This study examined continuous automated speech recognition in the university lecture theatre. The participants were both native speakers of English (L1) and English as a second language students (L2) enrolled in an information systems course (Total N=160). After an initial training period, an L2 lecturer in information systems delivered three 2-hour lectures over a three-week period to the participants and other students. Student self reports indicated that there were a number of perceived benefits associated with the use of continuous automated speech recognition. Compared with L1 students, a significantly greater number of L2 students and special needs students reported that the system had potential as an instructional support mechanism. However, a greater accuracy in the system's recognition of lecture text vocabulary needs to be achieved. The implications are that lecturers need an extensive training period before delivering lectures using continuous automated speech recognition.