Using Reading Aloud Scores Evaluated by Computer Software to See Its Relationship With English Proficiency and Its Changes During Repeated Reading Aloud

Abstract

The purpose of this study was to examine the relationship between reading aloud ability and English proficiency. The reading aloud ability was measured by the software called 'Speak!' which can evaluate the sound produced by the subjects' reading aloud. The proficiency was measured by the standardized computer test called 'CASEC.' In Study 1, the reading aloud scores from 35 college students were used to see the relationship with their proficiency scores. The results indicated that a strong positive correlation was observed. In Study 2, a classroom instructional study, 36 college students practiced reading aloud 20 times and were evaluated by 'Speak!' every five times. The results showed that the more the subjects practiced reading aloud, the better the students' reading aloud improved. Statistical analysis indicated significant improvement between the first and third measurements, and between the third and fifth measurements. This proved that reading out loud repeatedly made differences in the 10th time to the 20th time, which follows a subjective claim about reading aloud practice.