Impact of Interactive Web-Based Speech Recognition and Text-to-Speech Media on Listening Comprehension and Cognitive Load in Malaysia
DOI:
https://doi.org/10.38073/lahjatuna.v6i1.5758Keywords:
Artificial Intelligence-Assisted Language Learning, Arabic Listening Comprehension, Cognitive LoadAbstract
This study examined the effectiveness of an Interactive Web-Based Speech Recognition and Text-to-Speech (TTS) system in improving Arabic listening comprehension and reducing cognitive load among foreign language learners in Malaysia. A quantitative quasi-experimental pretest-posttest control group design was applied involving 56 secondary school students, with 28 students in the experimental group and 28 students in the control group. Data were collected through listening comprehension tests and cognitive load questionnaires and analyzed using descriptive statistics, t-tests, Cohen’s d, and Pearson correlation. The results showed that the experimental group improved from a mean score of 60.82 to 80.21, with a gain of 19.39 points, higher than the control group’s gain of 13.39 points. The difference was significant (p < 0.001) with a large effect size (Cohen’s d = 1.28). Listening comprehension was negatively correlated with cognitive load (r = -0.74, p < 0.001). These findings confirm that integrating Speech Recognition and TTS supports more effective Arabic listening learning and cognitive processing.
Downloads
References
Akavova, A., Temirkhanova, Z., & Lorsanova, Z. (2023). Adaptive learning and artificial intelligence in the educational space. E3S Web of Conferences, 451, 06011. https://doi.org/10.1051/e3sconf/202345106011
Ali Syed, T., Khan, S., Jan, S., & Nauman, M. (2025). Revolutionizing arabic learning: GNT and AI-enhanced Metaverse environments. Frontiers in Computer Science, 7, 1626092. https://doi.org/10.3389/fcomp.2025.1626092
Al-Shami, F., & Cardoso, W. (2025). Text-to-Speech in High-Variability Phonetic Training: Focus on L2 Phonological Awareness. Computer-Assisted Language Learning Electronic Journal, 26(6), 21–42. https://doi.org/10.54855/callej.123123
Andrade, A., Cruz, W. M. D., Correia, C. K., Santos, A. L. G., & Bevilacqua, G. G. (2020). Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment. PLOS ONE, 15(6), e0232392. https://doi.org/10.1371/journal.pone.0232392
Bali, C., Tasdelen, B., Bandi, S., & Zsidó, A. (2026). Understanding the cognitive cost of multimedia learning: Effects of visual load and language proficiency. Cognitive Research: Principles and Implications, 11(1), 2. https://doi.org/10.1186/s41235-025-00699-2
Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2024). I Can Speak: Improving English pronunciation through automatic speech recognition-based language learning systems. Innovation in Language Learning and Teaching, 18(5), 443–461. https://doi.org/10.1080/17501229.2024.2315101
Cig˘erci, F., & Veyis, F. (2025). Refugee Children’s Listening Skill in the Adventure of Second Language Learning. In M. S. Semercioğlu & A. O. Akçay (Eds.), Foundational Education of Primary-Level Refugee Students (pp. 81–106). Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-00741-4_4
Demir, F., Polat Dunya, C., & Özkan, İ. (2025). The effect of end‐of‐life care awareness education on the knowledge, attitudes and behaviours of intensive care nurses: A randomized controlled trial. Nursing in Critical Care, 30(2), e13192. https://doi.org/10.1111/nicc.13192
Fatehifar, M., Schlittenlacher, J., Almufarrij, I., Wong, D., Cootes, T., & Munro, K. J. (2025). Applications of automatic speech recognition and text-to-speech technologies for hearing assessment: A scoping review. International Journal of Audiology, 64(6), 537–548. https://doi.org/10.1080/14992027.2024.2422390
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
Kam, E. F., Liu, Y.-T., & Tseng, W.-T. (2020). Effects of modality preference and working memory capacity on captioned videos in enhancing L2 listening outcomes. ReCALL, 32(2), 213–230. https://doi.org/10.1017/S0958344020000014
Karatay, Y., & Xu, J. (2025). Exploring the Potential of Conversational AI for Assessing Second Language Oral Proficiency. TESOL Quarterly, 59(S1). https://doi.org/10.1002/tesq.70003
Kennisa Tazkiya Hidayah & Muhammad Handi Gunawan. (2025). Exploring Efl Students’ Difficulties In Listening Comprehension: A Study On Common Challenges And Strategies. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 7(2), 88–105. https://doi.org/10.37742/jela.v7i2.163
Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in Clinical Nursing Education. Acta Informatica Medica, 29(1), 15. https://doi.org/10.5455/aim.2021.29.15-20
Mogammad, M., Si Na, K., Tze Tee, L., & Kew, S.-R. (2026). Enriched eBooks in English Learning: A Systematic Review of Multimedia Features, Patterns, and Language Skill Development. Arab World English Journal, 17(1), 413–436. https://doi.org/10.24093/awej/vol17no1.26
Mutmainnah, S., Tursini, U., & Jawas, U. (2026). Enhancing speaking performance through cognitive load reduction and working memory management among junior high school students. English Learning Innovation, 7(2), 801–825. https://doi.org/10.22219/englie.v7i2.45202
Nerta, P. O., Tohamba, C. P. P., & Faridawati, F. (2024). Efl students self-directed learning in using youtube to improve listening skills. Klasikal : journal of education, language teaching and science, 6(2), 432–447. https://doi.org/10.52208/klasikal.v6i2.1171
Nishida, S., & Masumori, N. (2026). Instructional Design for Surgical Novices Based on Cognitive Load Theory: Implications for Urologic Surgery Training. International Journal of Urology, 33(9), e70637. https://doi.org/10.1111/iju.70637
Nursyafida & Reni Eka Putri. (2025). Exploring Technology Use in English Pronunciation Instruction: A Systematic Review of Trends and Tools. SALEE: Study of Applied Linguistics and English Education, 6(2), 414–436. https://doi.org/10.35961/salee.v6i2.1931
Olateju Temitope Akintayo, Chima Abimbola Eden, Oyebola Olusola Ayeni, & Nneamaka Chisom Onyebuchi. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review. Open Access Research Journal of Multidisciplinary Studies, 7(2), 052–072. https://doi.org/10.53022/oarjms.2024.7.2.0026
Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
Reima Al-Jarf. (2026). Student Autonomy in Second Language Learning: A Systematic Self-Review of Training, Skill Development, and Technology Enhanced Practices (2004–2025). British Journal of Teacher Education and Pedagogy, 5(6), 59–85. https://doi.org/10.32996/bjtep.2026.5.6.5
Rifqi Aulia Rahman, Nukman, N., Ahmad Fadhel Syakir Hidayat, Amrulloh Khoirul Ma’arif, & Zulfi Irkhamni. (2025). The Dynamics of AI Technology Utilization in Arabic Language Skills Learning in the Merdeka Curriculum. El-Syaker : Samarinda International Journal of Language Studies, 2(3), 146–162. https://doi.org/10.64093/esijls.v2i3.529
Setiawati, S., Yuliana, Y. G. S., & Ikhsanudin, I. (2025). Improving Students’ Engagement in Listening Activities through Edpuzzle. Lectura : Jurnal Pendidikan, 16(1), 42–53. https://doi.org/10.31849/lectura.v16i1.23344
Shadiev, R., & Yu, J. (2024). Review of research on computer-assisted language learning with a focus on intercultural education. Computer Assisted Language Learning, 37(4), 841–871. https://doi.org/10.1080/09588221.2022.2056616
Tilwani, S. A., Vadivel, B., Uribe-Hernández, Y. C., Wekke, I. S., & Haidari, M. M. F. (2022). The Impact of Using TED Talks as a Learning Instrument on Enhancing Indonesian EFL Learners’ Listening Skill. Education Research International, 2022, 1–9. https://doi.org/10.1155/2022/8036363
Tsai, S.-C. (2023). Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students. Journal of Educational Computing Research, 61(2), 444–465. https://doi.org/10.1177/07356331221111203
Venkat, M. V., O’Sullivan, P. S., Young, J. Q., & Sewell, J. L. (2020). Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace. MedEdPORTAL, 10983. https://doi.org/10.15766/mep_2374-8265.10983
Wang, S. (2025). Can Digital Mindfulness Stimulate the Effects of EFL Learners’ Cognitive Awareness on Cognitive Load in Computer Assisted Writing Classrooms? International Journal of Human–Computer Interaction, 41(8), 4801–4812. https://doi.org/10.1080/10447318.2024.2353449
Wiryanto, Suryanti, & Putri, A. Y. (2025). Deep Learning for Numeracy: A Roadmap to Asta Cita in Primary Education. Journal for Lesson and Learning Studies, 8(2), 275–284. https://doi.org/10.23887/jlls.v8i2.99932
Yung, R., Khoo-Lattimore, C., & Potter, L. E. (2021). Virtual reality and tourism marketing: Conceptualizing a framework on presence, emotion, and intention. Current Issues in Tourism, 24(11), 1505–1525. https://doi.org/10.1080/13683500.2020.1820454
Zhang, L. (2025). Real-time feedback system for English listening comprehension using speech recognition and synthesis. International Journal of Information and Communication Technology, 26(33), 76–90. https://doi.org/10.1504/IJICT.2025.148658
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Uli Ainin Nafisah, Asep Sunarko, Nurul Azizah, Hafizuddin Mohd Saufi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
