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Journals / Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2026 / Cilt: 12 Sayı: 2

An Analysis of Word-Level Intelligibility in EFL Learners Using ASR

İngilizce Öğrencilerinin Kelime Düzeyinde Anlaşılabilirliğinin Otomatik Konuşma Tanıma Yöntemiyle Veri Temelli İncelenmesi

Berrak Nur Özden(AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ)0009-0008-8151-325X
Yusuf Emre Yeşilyurt(MEHMET AKİF ERSOY ÜNİVERSİTESİ)0000-0002-8520-1359
Pages
488–507
Publication Date
2026-07-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The overall intelligibility rate was 71.2%, with substantial variation across participants and target words.

📌 3 Key Takeaways

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Objective & Hypothesis:This study investigates word-level intelligibility in the speech of Turkish EFL learners using Automatic Speech Recognition (ASR) as a diagnostic tool.
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Key Findings & Data:A total of 54 university students read 100 commonly mispronounced English words embedded in three reading sessions.
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Conclusion & Impact:The overall intelligibility rate was 71.2%, with substantial variation across participants and target words.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Intelligibility · pronunciation · Turkish EFL learners

Abstract

This study investigates word-level intelligibility in the speech of Turkish EFL learners using Automatic Speech Recognition (ASR) as a diagnostic tool. A total of 54 university students read 100 commonly mispronounced English words embedded in three reading sessions. Transcriptions generated by ASR were analyzed to determine intelligibility rates, error types, and substitution patterns. The overall intelligibility rate was 71.2%, with substantial variation across participants and target words. While several words involving phonemes absent in Turkish (e.g., /θ/, /æ/) were frequently unintelligible, others traditionally labeled as difficult proved to be intelligible. Error analysis revealed that the most frequent intelligibility failures were wrong-word substitutions, some of which carried serious semantic or social consequences. Despite the absence of feedback or instruction, intelligibility rates improved modestly across sessions, suggesting potential benefits from repeated oral production. These findings challenge the validity of static “difficult word” lists and support the use of ASR-based, context-sensitive approaches for pronunciation evaluation and pedagogy.

Özet

Bu çalışma, Türk EFL (İngilizceyi yabancı dil olarak öğrenen) öğrencilerinin konuşmalarında kelime düzeyindeki anlaşılırlığı, bir tanılayıcı araç olarak Otomatik Konuşma Tanıma (ASR) teknolojisini kullanarak incelemektedir. Toplamda 54 üniversite öğrencisi, üç ayrı okuma oturumunda 100 yaygın olarak yanlış telaffuz edilen İngilizce kelimeyi içeren metinleri seslendirmiştir. ASR tarafından üretilen transkripsiyonlar, anlaşılırlık oranlarını, hata türlerini ve yerine geçen kelime örüntülerini belirlemek üzere analiz edilmiştir. Genel anlaşılırlık oranı %71,2 olarak bulunmuş, katılımcılar ve hedef kelimeler arasında anlamlı farklılıklar gözlenmiştir. Türkçede bulunmayan bazı sesleri (/θ/, /æ/ gibi) içeren kelimeler sıklıkla anlaşılamazken, geleneksel olarak “zor” kabul edilen bazı kelimeler anlaşılır çıkmıştır. Hata analizleri, en yaygın anlaşılırlık sorunlarının “yanlış kelime” ile yer değiştirme şeklinde olduğunu ortaya koymuş, bazı hataların ciddi anlamsal ya da sosyal sonuçlar doğurduğu belirlenmiştir. Geri bildirim veya öğretim olmamasına rağmen, oturumlar arasında anlaşılırlık oranında mütevazı bir artış gözlemlenmiş, bu da tekrar eden sözlü üretimin olası yararlarına işaret etmektedir. Elde edilen bulgular, sabit “zor kelime” listelerinin geçerliliğini sorgulamakta ve ASR temelli, bağlama duyarlı telaffuz değerlendirme ve öğretim yaklaşımlarının gerekliliğini desteklemektedir.

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Cite This Article

Özden, B. N., Yeşilyurt, Y. E. (2026). An Analysis of Word-Level Intelligibility in EFL Learners Using ASR. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt: 12 Sayı: 2, 488–507. https://doi.org/10.31592/aeusbed.1755608

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