Comparative Study: Using Text-To-Speech Synthesis For Reading Aloud In High School Japanese English Classes.pdf

This study explores the potential of Text-To-Speech (TTS) synthesis technology in Japanese High School English as a Foreign Language (EFL) education. It addresses the scarcity of research on using TTS speech sounds in classrooms, particularly for Japanese students.

Background:

- The Japanese Ministry of Education promotes integrating Information and Communication Technology (ICT) into various subject lessons, including foreign language learning.
- TTS technology allows users to generate digital speech from text, offering control over speech parameters like speed, pause, duration, and speaker selection.
- Previous studies highlight the importance of listening, speaking, reading, and writing skills in EFL acquisition, emphasizing the relationship between audio and visual information.

Literature Review:

1. English Education for EFL Learners:
- Palmer (1921) and Hatori (1977) stressed the significance of developing listening abilities and understanding English spelling and pronunciation.
- Widdowson (1978) proposed a four-skill approach to language learning, emphasizing their interrelation.
- Kohno (1984) found that English speech sounds aid Japanese students' understanding of English.

2. Reading Aloud for Japanese EFL Learners:
- Several studies demonstrate the benefits of reading aloud ("Ondoku") for Japanese high school students, improving test scores and comprehension speed.
- Research by Suzuki (1998), Ishihara (2002), Ikeda and Takeuchi (2003), Miyasako (2002, 2007), Kitamura (2007) supports reading aloud as an effective learning method for English proficiency.

3. TTS Studies in EFL Education:
- Jones et al. (2007) found no significant differences between TTS and human speech sounds, suggesting its usability in Australia.
- Chew (2009) used a TTS system to create an English test material in Singapore, indicating its value for language teachers creating audio materials.
- Azuma (2008) described the application of synthesized English speech from TTS technology in Japanese education.

Conclusion:

The study highlights the potential of TTS as a tool to enhance EFL learning in Japanese high schools, based on existing research supporting reading aloud activities and the usability of TTS synthesis sounds. However, further investigation is needed to determine optimal implementation strategies for TTS in classroom settings.