Perceptions of English language teachers on the use of text-to-speech systems and the google site towards speaking competence

Abstract

Instructors may benefit from learning by conveniently accessing various listening resources. While obtaining listening resources is simple, there is no assurance that they will meet students' needs or learning objects; using Text to Speech technology to generate listening resources is one option. Text to Speech may be a viable choice because not all listening resources are acceptable for students' requirements and learning situations. Using the Technological, Pedagogical, Content, Knowledge paradigm and the Google website as the medium for delivering the listening material, this study will look into how EFL instructors feel about using Text to Speech to create listening resources. This study used a qualitative technique in conjunction with an individual interview style. This learning included eight EFL instructors as participants. Numerous efforts were taken to assess instructors' attitudes on the usage of Text to Speech in creating listening resources. To begin, to familiarize EFL instructors with the Text to Speech program, a computer training session was conducted; second, instructors' prepared listening material was uploaded to a Google site for distribution to students; third; finally, conferences were held to establish EFL instructors' opinions of the Text to Speech software and Google website, and instructors experimented with the ready listening material and Google website feature. The results indicate that EFL instructors favor incorporating Text to Speech programs via the TPACK paradigm. EFL instructors found this digital technique beneficial in language acquisition.