Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as Foreign Language (EFL) course. A total 160 undergraduates were enrolled 14-week quasi-experiment. experimental group (EG) and control (CG) taught with approach, but EG students needed to undertake an additional pre-class task ASR technology. In each unit, all students’ in-class performance was recorded, based which metrics coded computed. two-way between- within-subjects repeated measures design conducted examine factor, time factor × interaction effects. results showed that performed statistically better than their counterparts CG lexical syntactic complexity. Moreover, significant improvement phrasal witnessed over both groups. Significant overall or subordination gradients trajectories two greater those CG. However, complexity, effect not significant.