CHALLENGES IN LEARNING ENGLISH AS A SECOND LANGUAGE THROUGH ARTIFICIAL VOICES – A SURVEY

Abstract

English as a Second Language (ESL) learners have gained greater access due to the extensive number of artificial voices in language acquisition resources. However, sorting through these artificial sounds presents significant challenges, as it helps the learners to understand English phonetic patterns, phonological structures, stress, rhythm, and pronunciation; the role of their mother tongue strongly influences the difficulties in understanding artificial sounds. This study explores the obstacles that ESL students struggle with in understanding the English language through artificial voices, emphasising aspects such as naturalness, intonation, and correct pronunciation.  Based on the statistical studies, learners have a hard time understanding artificial voices because of things like uneven pitch and intonation, accent, inadequate intelligibility, strange accents, speech pace, and noisy background interruptions. It also concentrates on pronunciation, accent variability and the impact of understanding. This study presents insights into the difficulties of ESL listening through artificial voices through a comprehensive evaluation and provides solutions for ways to enhance language learning tools. This study of research also emphasises the necessity for voice processing, which is more linguistically refined and more flexible. By presenting experimental research into optimising artificial voice tools in an attempt to improve linguistic acquisition results, it brings value to contemporary discourse in applied linguistics and educational technologies.