The Effect of Text-To-Speech Applications on Listening Comprehension with an Analysis of Behavioral Engagement:A Quasi-Experimental Study

This study examines the effect of a Text-to-Speech (TTS) application on senior high school students' listening comprehension skills and analyzes their behavioral engagement during instruction. Using a quasi-experimental design with a non-equivalent control group, the study compared an experimental group using TTSMaker with a control group receiving traditional listening instruction. Data were collected through pre-test and post-test listening comprehension tests and Time-on-Task (ToT) observations across four instructional sessions. ANCOVA results revealed a significant difference between groups after controlling for pre-test scores (F(1,57) = 15.857, p < .001, d = 1.03). Descriptive analysis of behavioral engagement indicated a moderate-to-high engagement level (M = 78.89%) with considerable variability across students; however, the correlation between engagement and post-test scores was non-significant (r = -.228, p = .363). These findings suggest that TTS applications effectively enhance listening comprehension, yet observable behavioral engagement does not necessarily reflect deeper cognitive processing. The study provides practical implications for integrating TTS technology in English language teaching.

Text-To-Speech, Listening Comprehension, Behavioral Engagement, Time-On-Task, Quasi-Experimental Design, EFL

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