Ultrasound imaging in the foreign language classroom: Outcomes, challenges, and students� perceptions

Abstract

Recent years have witnessed an increase in the use of ultrasound imaging as a technology to provide visual biofeedback in L2 speech training. Despiteshowing promising effects, most of the past studies have been conducted in laboratory settings on a small group of learners (Blisset al., 2018), and little is known about the use of ultrasound technology in real classroom settings.The current studyexplored the benefits as well asstudents� perceptionsof using ultrasound biofeedback to teach the French /y/-/u/intwointact French pronunciation classes. Thirty-one learnerscompleted oral assessment tasks before and after ultrasound activities, and reported their impressions in reflective journals. Group 1 was first trainedon the /y/-/u/contrast while Group 2 first received feedback on the /e/-/ɛ/contrast.Each learner received in-class ultrasound visual feedback on their articulation of the vowels while practicing a list of #CV# words in facilitating and difficult consonantal contexts. F2 mid-point measurements of /y/ and /u/ were extracted from target words. Resultsrevealed an overall significant improvement in /u/�although not directly linked to the ultrasound practice, and native-like F2 values for /y/.The findings also highlighted learners� overwhelming positive perceptions and attitudes towards their experience.