New: Fluency Feedback and Favoriting!

Continuing to look at  the changes on EnglishCentral – today, let’s look at how we’ve made the recording features more powerful. Also, how we’ve made it easier for you to keep track of videos.

1. Fluency Feedback Now Working!

The player will give students “fluency” feedback as well as that on pronunciation. Meaning, when students record lines, they will also get scored at their ability to match the length of utterance and pause of the original video. If they don’t say the word(s) at the correct time, a pause icon will show and indicate this. (see image below). This is one step towards building a complete prosodic model by which to assess student speech. (forthcoming – tone/pitch/stress/power). This is a very powerful feature – timing/speed is an essential component of fluency. In particular, this will be handy for anyone practicing public speaking in English. Pausing and control being essential.

2. “Favoriting” made easy!

Now it is very easy to collect your favorite videos for study later on or just for sharing. Simply click the star in the video thumbnail and it will go into your favorites. Then sort your videos by favorites on your WATCH page.

Comments

  1. Julien McNulty says:

    I gave a PD presentation on EC to all the English Instructors at my uni last week. One question came up as I showed them the Park JiSung “I just want to score more goals” video: is their score marked against his speaking or that of a (native speaker) model?

    • Anonymous says:

      Julien,

      The speaking is phonetically judged against a native speaking model (so not Park Ji Sung!). The actual phonemes pronounced by the student are evaluated and their variability compared against a standard model (mid West USA). Many do make the mistake that they should “mimic” the speaker on a video. However, we are aiming towards this “mimic” model and the first step is our recent “P” pause notification. Evaluating speech not just phonetically but by other more prosodic measures (like speed, timing, rhythm, force, tone, stress etc…). So down the road – depending on how the speech team does – we want to get to a true “mimic” model – but not yet!

      I do think though – it is good motivation for the students to try and mimic the speaker. So maybe teachers should sometimes tell a white lie :)

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