This article examines the role and significance of speech recognition and synthesis technologies in the process of teaching English. Speech synthesis technologies recreate text in an audible format, helping learners improve their pronunciation of words and sentences. These technologies allow students not only to listen to correct pronunciations but also to evaluate their own pronunciation quality and independently refine it by identifying and correcting mistakes. Speech recognition technologies record students' pronunciations in real time and provide instant feedback on errors, enabling quick corrections. These technologies create an interactive learning environment, enhancing student engagement and making the learning process more enjoyable. Additionally, they significantly contribute to improving learners' language acquisition speed, enhancing pronunciation, and developing speech skills. Platforms like Google Text-to-Speech and Amazon Polly are presented as effective tools that enable learners to listen to text in an audible format. Similarly, applications such as Speechify and Narrator play a key role in strengthening students' pronunciation skills. These technologies support multiple languages, offering broader opportunities for multilingual learning. In conclusion, speech recognition and synthesis technologies are highlighted as crucial tools in teaching English, aiding students in mastering accurate pronunciation, developing speech skills, and personalizing the learning process. These technologies accelerate language learning, increase its effectiveness, and prepare learners to communicate fluently and confidently in English.
| Mualliflar | Mardonov, Maxmud |
|---|---|
| Jurnal | Lingvospektr |
| Nashriyot | Ўзбекистон давлат жаҳон тиллари университети, “Modern Scientific Research” MChJ |
| ISSN | 3060-4958 |
| Nashr sanasi | 2024-12-15 |
| Jild | 3 |
| Son | 1 |
| Betlar | 200-204 |
| Til | Ingliz |
| Ilmiy soha | Pedagogika |
| Indeksga qo‘shilgan | 2026-08-29 |
синтез речи, распознавание речи, обучение английскому языку, улучшение произношения, интерактивное обучение, nutqni o‘zlashtirish (speech synthesis), nutqni tanish (speech recognition) ingliz tilini o‘qitish, talaffuzni yaxshilash, interaktiv ta’lim, texnologiyalarni qo‘llash, speech synthesis, speech recognition, English language teaching, pronunciation improvement, interactive learning
| APA | Mardonov, Maxmud (2024). General review of artificial intelligence tools used in teaching English. Lingvospektr, 3(1), 200-204. https://lingvospektr.uz/index.php/lngsp/article/view/183 |
|---|---|
| GOST (OAK) | Mardonov, Maxmud General review of artificial intelligence tools used in teaching English // Lingvospektr. – 2024. – T. 3, № 1. – P. 200-204. |
| MLA | Mardonov, Maxmud. “General review of artificial intelligence tools used in teaching English.” Lingvospektr, 3(1), 200-204, 2024. https://lingvospektr.uz/index.php/lngsp/article/view/183 |
| Chicago | Mardonov, Maxmud. “General review of artificial intelligence tools used in teaching English.” Lingvospektr, 3(1), 200-204 (2024). https://lingvospektr.uz/index.php/lngsp/article/view/183 |
| Harvard | Mardonov, Maxmud (2024) ‘General review of artificial intelligence tools used in teaching English’, Lingvospektr, 3(1), 200-204. https://lingvospektr.uz/index.php/lngsp/article/view/183 |
| BibTeX | @article{mardonovmaxmud2024,
title = {General review of artificial intelligence tools used in teaching English},
author = {Mardonov, Maxmud},
journal = {Lingvospektr},
year = {2024},
volume = {3},
number = {1},
pages = {200-204},
url = {https://lingvospektr.uz/index.php/lngsp/article/view/183}
} |
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