Ninety-one Thai students completed 10 weekly audio journals and a TOEIC-format listening assessment. Overall speaking proficiency was not associated with listening, but pitch, syllable count, pause count and some articulation-rate differences were.
Key findings
- Overall speaking proficiency was nonsignificant. Mean pitch, syllable count and pause count were associated with listening. Greater articulation-rate divergence predicted higher listening scores, and shorter learner pauses relative to input were associated with better outcomes.
Why this matters globally
The study frames speaking-listening alignment as multidimensional rather than simple imitation, informing shadowing and automated-feedback design.
Thai researcher contribution
Walailak University and Prince of Songkla University researchers linked longitudinal Thai learner speech data with listening comprehension.
Limitations to consider
The 91-person observational sample had no randomized intervention or control. Multiple features and models raise false-positive risk, and automated scores plus a TOEIC-format test are not equivalent to fully standardized assessment.