Academic literacy proficiency is key to the success of a student at university. Currently, the large-scale assessment of language proficiency, particularly at higher education levels, is dominated by reading and writing tests because listening and speaking skills are thought to be too difficult to evaluate. The application of automatic speech recognition (ASR) techniques in the automatic assessment of these skills is one of the ways in which the logistical challenges associated with testing listening and oral proficiency can be addressed.
Reference:
De Wet, F, Niesler, T and Van der Walt, C. 2012. The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities. In:Festschrift dedicated to Professor Justus Roux on his 65th birthday. Sun Media Publishing: Stellenbosch, South Africa
De Wet, F., Niesler, T., & Van der Walt, C. (2012). The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities., Workflow;10117 Sun Media 2012. http://hdl.handle.net/10204/6650
De Wet, Febe, T Niesler, and C Van der Walt. "The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities" In WORKFLOW;10117, n.p.: Sun Media 2012. 2012. http://hdl.handle.net/10204/6650.
De Wet F, Niesler T, Van der Walt C. The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities.. Workflow;10117. [place unknown]: Sun Media 2012; 2012. [cited yyyy month dd]. http://hdl.handle.net/10204/6650.
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