From Output to Input: Using Echo-STT Rehearsal to Enhance L2 Listening Comprehension
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Abstract
This mixed-methods study investigated the integration of the Echo Method with speech-to-text (STT) technology to enhance TOEIC listening instruction. The intervention addresses the washback effects of high-stakes testing—the influence of TOEIC on teaching and learning—by transforming test-focused drills into authentic, learner-centered listening practice. Forty-five Applied English majors at a Taiwanese technological university participated in an 18-week intervention featuring reflective echoing, STT-based self-monitoring, and collaborative transcript analysis. Quantitative results from four diagnostic tests (normalized to a 0–100 scale) showed significant listening gains, with weighted overall means rising from 73.98 (pretest) to 87.87 (posttest) (d = 1.12). Improvements were greatest in sections with lower cognitive load: Part 1 (Picture Descriptions, d = 1.48) and Part 2 (Question-Response, d = 1.52). Regression analysis revealed that STT engagement frequency, rather than class attendance, predicted listening gains (β = .62, p < .001). Qualitative data from journals, interviews, and surveys indicated that STT feedback enhanced metacognitive awareness (73%) and reduced listening anxiety (60%) by externalizing errors in a non-judgmental format. Learners also reported perceived improvements in speaking naturalness, suggesting receptive-to-productive transfer effects. Overall, the findings demonstrate that technology-enhanced articulatory rehearsal can bridge the gap between test-focused drills and communicative competence, transforming high-stakes preparation into a learner-centered experience.
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References
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