Impact of Speech-Enabled Language Translation Application on Perceived Learning Emotions in Lectures in English as a Medium of Instruction

Abstract

In this study, researchers applied speech-enabled language translation (SELT) technology during lectures in English as a medium of instruction in order to improve student perceived learning emotions. Thirty three university students participated in this study. Their perceived learning emotions were measured before, during, and after class using the questionnaire. The difference in perceived learning emotions of all students before, during and after class was compared. In addition, learning emotions of low EFL ability and high EFL ability students were compared. The results showed no significant difference in perceived learning emotions of all students before, during, and after class. There was a significant difference in perceived learning emotions between low EFL ability students and high EFL ability students. Perceived learning emotions of high EFL ability students were significantly better before class but significantly lower during and after class compared to those of low EFL ability students. This result suggests that SELT was beneficial for perceived learning emotions of low EFL ability students during and after lectures in English as a medium of instruction.