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DOI: https://doi.org/10.34069/AI/2022.53.05.3
How to Cite:
Shcherbak, O., Shamanova, N., Kaleniuk, S., Proskurin, A., & Yeganova, L. (2022). Improvement of automatic speech recognition
skills of linguistics students through using ukrainian-english and ukrainian-german subtitles in publicistic movies. Amazonia
Investiga, 11(53), 26-33. https://doi.org/10.34069/AI/2022.53.05.3
Improvement of automatic speech recognition skills of linguistics
students through using ukrainian-english and ukrainian-german
subtitles in publicistic movies
УДОСКОНАЛЕННЯ НАВИЧОК АВТОМАТИЧНОГО СПРИЙНЯТТЯ
МОВЛЕННЯ СТУДЕНТІВ-ЛІНГВІСТІВ ЧЕРЕЗ СУБТИТРУВАННЯ
УКРАЇНСЬКО-АНГЛІЙСЬКИХ ТА УКРАЇНСЬКО-НІМЕЦЬКИХ
ПУБЛІЦИСТИЧНИХ КІНОФІЛЬМІВ
Received: April 2, 2022 Accepted: May 2, 2022
Written by:
Olena Shcherbak10
https://orcid.org/0000-0003-3097-7878
Nataliya Shamanova11
https://orcid.org/0000-0002-5645-0065
Svitlana Kaleniuk12
https://orcid.org/0000-0002-6055-8351
Arkadii Proskurin13
https://orcid.org/0000-0002-5225-6767
Larisa Yeganova14
https://orcid.org/0000-0001-5163-903X
Abstract
The increased world's attention to foreign
language studies facilitates the development and
improvement of its study system in higher
education institutions. Such a system takes into
account and promptly responds to the demands
of today's multicultural society. All should start
with the transformation and modernization of the
higher education system. This system includes
the introduction of innovative technologies in the
study of English and German, which should be
focused on the modern demands of the world
labor market. All this has determined the
relevance of the research. This article aims to
establish ways for students to gain automatic
recognition skills through subtitling Ukrainian-
English and Ukrainian-German publicistic
movies and series. The first assessment of new
language audio and video corpus was developed
10
Senior Lecturer at the Department of Applied Linguistics at the NUOS, Candidate of Philological Science, Hum Institute,
Department of Applied Linguistics, Admiral Makarov National University of Shipbuilding, Ukraine.
11
Senior Lecturer at the Department of Applied Linguistics at the NUOS, Hum Institute, Department of Applied Linguistics, Admiral
Makarov National University of Shipbuilding, Ukraine.
12
Associate Professor of Department of General and Applied Linguistics at MNU, Candidate of Philological Science, Faculty of
Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine.
13
Associate Professor of Department of Internal Combustion Engines at the NUOS, Candidate of Technical Science, Engineering
Institute, Admiral Makarov National University of Shipbuilding, Ukraine.
14
Senior Lecturer at the Department of Applied Linguistics at the NUOS, Hum Institute, Department of Applied Linguistics, Admiral
Makarov National University of Shipbuilding, Ukraine.
Shcherbak, O., Shamanova, N., Kaleniuk, S., Proskurin, A., Yeganova, L. / Volume 11 - Issue 53: 26-33 / May, 2022
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at the Admiral Makarov National University of
Shipbuilding, using an automatic subtitling
mechanism to improve linguistics students'
recognition and understanding of oral speech.
The skills and abilities that improved during the
work with the educational movie corpus have
been identified.
Keywords: English as a foreign language, EFL,
higher education, video and audio corpus,
subtitling, automatic speech recognition.
Introduction
There are influential research groups (Wang et
al., 2018; Al Zoubi et al., 2019) and higher
education institutions around the world (National
Academy of Engineering and National Research
Council, 2014; National Academies of Sciences,
Engineering, and Medicine, 2020) that are
actively developing and supporting innovations
in the foreign language learning industry. The
practice of using a corpus of Ukrainian-English
and Ukrainian-German educational movies with
subtitles is not an exception, as this methodology
helps to form and develop automatic speech
recognition and perception. It also expands the
general intellectual level and awareness and
supports the creative perception of a foreign
language. These are simultaneous opportunities
to learn, practice, experience the culture and
traditions of other nations, enjoy learning, and
most importantly, develop the European
foundations of innovative education and
professional linguistic training (Dweck, 2017).
Also, an audio and video review of a foreign
movies corpus raises current issues of modern
Europe development. These are issues of gender
inequality, ecology, energy conservation,
community life, and freedom of speech
(Partnership, 2020). This corpus of problems
allows us to expand the research field of modern
innovation and foreign language learning.
Speech technology in foreign language learning
has considerable research potential, attracting
high interest from practitioners and theorists in
this field (Tyurina, 2019; Interspeech, 2019;
Special Session, 2019). Thus, in the International
Speech Communication Association (ISCA),
there is a special unit (SIG), which also deals
with modern digital technologies, the problem of
subtitling in education. They regularly organize
special seminars on this subject (WOCCI), where
new technologies in language teaching are also
considered.
This study aims to establish the ways to improve
automatic listening recognition of spoken
language by subtitling publicistic movies and
series in Ukrainian-English and Ukrainian-
German. The first assessment of a new corpus of
movies and series was carried out. It was
developed at the university using an automatic
subtitling mechanism for Ukrainian students. All
these things were done to improve the perception
and understanding of spoken language. Also,
there were identified the skills and abilities that
improved during the work with the video and
audio corpus of educational movies.
Based on the aim, the following research tasks
were planned:
− to establish the level of automatic
recognition of movies being shown with and
without subtitles;
− to characterize the demographic and
qualification characteristics of the
respondents who took part in the project;
− to submit the rating of topical genres and
thematic groups of Ukrainian-English and
Ukrainian-German publicistic movies and
series.
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Literature review
The literature review on the subtitling and
creation of educational movie corpus for learning
English and German shows that, in the first place,
there is a thesis on the numerous advantages,
importance, and prospects of this type of learning
for university education (Wang et al., 2018). The
need to educate modern highly-qualified
professionals is a priority (Banks & Barlex,
2014; Hudson et al., 2015; Shulman, 2018).
The development of specific audio and video
corpora with and without subtitling in different
languages is actively pursued, and new directions
and techniques are being developed (Batliner et
al., 2005). There are popular languages such as
British English, English for Foreigners (Gerosa
et al., 2009), German and Swedish (Kazemzadeh
et al., 2005), Chinese (Wang et al., 2019), and
Cantonese (Xiangjun & Yip, 2018).
The university education in Ukraine, especially
for the training of specialists in philological
areas, also needs new and modern movie corpus,
teaching, and supporting material. Therefore, this
study describes the work of the teaching staff and
students of the Admiral Makarov National
University of Shipbuilding with a new,
constantly updated publicistic movie corpus
designed to improve automatic speech
recognition skills. Usually, students' speech
recognition parameters vary, and subtitling,
therefore, will be an additional element to build
automatic speech recognition skills (Boghian,
2018).
German and English languages have a complex
grammatical structure and verb tense system.
Both languages are morphologically rich and
have a wide vocabulary, so the task of creating a
corpus of publicistic, educational, and
documentary movies with subtitles is quite
challenging. Moreover, automatic speech
recognition and comprehension by linguistic
students requires a huge level of knowledge and
skills.
Some studies explore the first steps in collecting
data on educational innovations, annotation
programs, and text testing, which is also
accompanied by recordings of children's and
adults' speech (Pleva et al., 2019).
An important component in the development of
foreign language learning methodologies is the
technological revolution, as it enters the
university process rapidly. Informational literacy
is essential for the modern linguist; it provides
the opportunity to work in progressive work
environments. Some concepts of foreign
language learning within a technological
revolution involve the development of workable
and effective self-supporting systems. There are
several studies describing successful projects to
implement artificial intelligence in
communication and foreign language learning
(Beelders & Blignaut, 2011; Aydın & Zhu,
2017).
The issues of introducing subtitling of Ukrainian-
English and Ukrainian-German publicistic
movies and their active involvement in the
professional training of linguistic teachers
remain unresolved. It is essential to form the
skills of automatic speech recognition, to study
students' vision of thematic clusters to such audio
and video materials, the main content, and
components of courses that use movie archives
and subtitles.
Methods
A set of methods was used to conduct the study
effectively. To realize the project, empirical
(diagnostic) methods were used. These are the
pedagogical experiment, as well as questioning
(written form) and observation methods.
Linguistics students in the 3rd year of the first
(bachelor) education level were involved in the
experiment. The students expressed their
willingness to participate in implementing the
work with subtitled Ukrainian-English and
Ukrainian-German publicistic movies in their
educational activities.
The pedagogical experiment method was used
for one academic semester (6 months) in 2020-
2021 (December 2020 - June 2021). It was used
to determine whether the effectiveness, clarity,
technical feasibility, and challenges of engaging
the practice of subtitled videos in university
education are significant. In Eastern Europe, and
Ukrainian higher education, the involvement of
such techniques means restructuring the forms,
contents, technical support of foreign language
departments, linguistics students, and the whole
system of humanitarian education. We have
considered how effective is the introduction of
the audio translation practice, namely publicistic
and documentary movies and TV series into
English and German language studies for
linguistics students. The methods of observation
and questionnaires were auxiliary to the
pedagogical experience. Statistical methods were
used to collect and assess the experiment results.
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The above-mentioned questionnaire process was
considered under the experimental conditions
from the observation point of view. It was used
to study the thematic ratings and the
demographic and professional situation of the
respondents. The observation method is
empirical, so it cannot be intended to assess the
obtained results and the effectiveness of the
studied methods as systemic changes in the
university education area.
Only 35 students studying German and English
were involved in the experiment. They are 3rd-
year students of the first (Bachelor's) education
level, studying at the Admiral Makarov National
University of Shipbuilding. All participants were
grouped according to the language they were
studying as their first language (either English or
German).
The study continued uninterrupted in a mixed
form, so it involved online classes under
quarantine restrictions and face-to-face practical
sessions and seminars. All respondents were
combined into 2 groups: according to the
preliminary questionnaire and the chosen
primary language. The group consisted of 17
(G1) and 18 (G2) people.
The key component of the groups was the
introduction of the courses approved in the
curriculum for 2020, which provide the use of
Ukrainian-English and Ukrainian-German
publicistic movies with or without subtitles.
Stage 1. A preliminary survey was conducted to
ascertain the demographic and educational
characteristics of the respondents who make up
the study groups (G1, G2) and participate in the
pedagogical experiment. The collection and
preparation of teaching and practical materials
for the courses were carried out. Preliminary
consultations with teachers and technical
specialists, who will lead and accompany these
courses, were held. The classrooms were
prepared and equipped for display and guidance
in the video and audio collections.
Stage 2. At this stage, a parallel survey was
conducted in groups to determine the
respondents' ratings of content, genre, and
thematic priorities. The participants assessed the
level of facilitation of automatic speech
recognition while watching Ukrainian-English
and Ukrainian-German publicistic movies with
subtitles.
Stage 3. In the final stage, a survey determined
the rating of the relevance of educational topics
presented in subtitled documentaries and series.
As for the difficulties and challenges
encountered during the research and the
experiment, it is quite a significant time
commitment (1 semester - 6 months). It is
impossible to conduct a qualitative in-depth
study and determine the reasons for changes in
the respondents' ratings accordingly.
Result
Several thematic blocks with relevant and up-to-
date content, highly informative (history, culture,
architecture, futurism, natural sciences) were
proposed to be included in the course content
related to the acquisition of automatic speech
recognition skills of linguistics students through
subtitling of Ukrainian-English and Ukrainian-
German publicistic movies. Furthermore, the
effectiveness of involving such methodology and
changing priorities in foreign language learning
was assessed.
All these tasks were based on the recording of the
respondents' demographic and professional
qualification characteristics.
Table 1.
Demographic and qualification characteristics of respondents (author's elaboration)
Age
20 21 Other
Г1
Г2
9 6 2
10 7 1
Gender
Female Male
12 5
10 8
Previously obtained
qualifications
General High School Education
Special Pedagogical Education
15
2
17
1
Total
17
18
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According to the survey results, it is clear that all
respondents are about the same age. From the
gender perspective, there are more female
respondents, but not significantly. There are also
3 people with special secondary education.
At the 1st (preparatory) stage, a collection of
documentary movies produced in Ukraine, the
UK, and Germany by the best artists and
producers was created. For Ukraine, it is media
holding 1+1 (Taiemnytsi heniia Shevchenka);
Great Britain was represented by the BBC
publicistic movies. The content of the video and
audio corpus was changed according to the
ratings provided by the respondents, as well as
comments made by the teachers who worked on
the project. Thus, an idea of the relevance of the
educational topics proposed for the study was
drawn up.
Stage 2. After conducting the basic learning
anticipated by the work plans and curricula, the
participants were surveyed and asked to
determine the usefulness of subtitles regarding
the list of offered publicistic movies. They were
asked to determine whether subtitling facilitated
automatic speech recognition in a foreign
language. The participants also were separately
asked to select the most relevant and interesting
topics of documentaries. The result was
calculated as a percentage.
Table 2.
Speech recognition level of movies with and without subtitles (Ukrainian-English movie archive) (author's
elaboration)
TV series, episodes
Duration
Level of recognition
with subtitles
Level of recognition
without subtitles
The World In 2050
43.42
60%
72%
30 Most Beautiful Cities
in the World
25.04
62%
68%
Best survival training,
skills and tips from Spec
Ops Bushcrafting
25.49
60%
70%
Easy Cellar PDF,
Reviews, Bunker Plans
& Book Download
34.48
58%
65%
Shaolin Kung Fu
Training & Techniques
47.55
56%
68%
According to the results, 10% of respondents
better understood English-language movies with
subtitles compared to those who watched without
them. The best result of subtitles in facilitating
automatic broadcasting recognition was obtained
by the BBC products, which considered futuristic
architecture and martial arts as a technology and
a cultural asset.
In the 2nd stage, the level of automatic speech
recognition of Ukrainian-German publicistic
movies was assessed along with the continuation
of the learning according to the developed
program. The emphasis was made on the best
examples of the genre. Germany was represented
by a documentary movie, which became the
winner of several festivals and competitions in
Europe and was rated positively by the critics.
Table 3.
Speech recognition level of Ukrainian-German TV series and movies with and without subtitles (author's
elaboration)
TV series, episodes
Duration
Level of recognition
with subtitles
Level of recognition
without subtitles
Marko Vovchok.
Taiemnycha zirka
23.28
72%
78%
Taiemnytsi heniia
Shevchenka Part 1
47.22
75%
82%
Taiemnytsi heniia
Shevchenka Part 2
47.12
73%
85%
Revision (2012) 1
44.31
66%
73%
Revision (2012) 2
41.11
68%
79%
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Based on the obtained results, the respondents
understood Ukrainian and German publicistic
and documentary movies with German subtitles
by 8% easier.
In the final stage (Stage 3), was organized a
discussion on the topics related to the watched
movies. The students' groups conducted a session
on reviewing what they saw in Ukrainian-
English and Ukrainian-German publicistic
movies during the study process.
After each screening, was organized a separate
discussion about 1 movie seen. Such activities
were included in the compulsory activities block,
which should also determine the respondents'
thematic and educational priorities, aimed at
evaluating the effectiveness and accessibility of
this method of learning and improving their
foreign language proficiency, as well as
improving their intellectual level.
The main content axes that form the corpus of
audio and video materials for the training
programs were identified. The presented data
show that certain topics and problems are more
evident and significant for the respondents. The
subtitling and watching of publicistic movies in
foreign languages in the study groups contribute
to the development of individual thematic ratings
and the concept of new university education. The
results are presented as a percentage.
Table 4.
Ranking of educational topics relevance for the students (author's elaboration)
№
Learning topic
G1
G2
1.
Modern technologies, future technologies
45%
38%
2.
Cultural Heritage of Nations
67%
35%
3.
History of literature
69%
54%
4.
Outstanding figures of art and culture of the world
78%
75%
5.
Skills of the XXI century.
73%
65%
6.
Architecture. History and Futuristics
58%
72%
As the survey results show, Theme 4,
"Outstanding Figures of Art and Culture of the
World," and Theme 5, "Skills of the XXI
Century," occupy the highest positions in the
thematic rating of the revised publicistic movies.
The correlation between gaining knowledge and
experience (the professional preparation of the
language student) can be seen after going through
the system of learning from the topics chosen by
each group. The perceptions of the relevance of
the proposed topics were shaped by the
implementation of learning activities.
Discussion
The corpus of research on improving the
automatic speech recognition skills of linguistics
students through subtitling in a foreign language
of publicistic movies and TV series has shown
the effectiveness of introducing such a technique
as one of the educational innovations related to
the technologization and humanitarianization of
university education (Kelley & Knowles, 2016;
Ivanova et al, 2020).
A group of Slovak academic scientists, along
with the Slovak Academy of Sciences, conducted
research on automatic subtitling systems for
Slovak television broadcasters and educational
programs. The researchers used time-delayed
deep neural network (TDNN) models. The
subtitling techniques were found to be effective
and positively assessed within the research
project (Salgur, 2013; Pleva et al., 2019).
According to our data, linguistics students had a
positive perception and found the practice of
subtitling movies convenient. It is an opportunity
both to improve their foreign language skills and
get familiar with new/modern technical solutions
and constantly monitor the troublesome area.
The results of a study on the effectiveness and
usefulness of foreign language course software,
automatic speech recognition (ASR) techniques,
and English subtitling for improving foreign
language students' pronunciation showed that
65% of students reported that using the software
and videos improved their pronunciation and
automatic speech perception in English (Sidgi &
Shaari, 2017). 50% of students reported that
constant reading, repeating, and practicing
English sounds, according to what they heard,
improved their pronunciation. Overall, 50% of
students found this practice helpful and agreed to
continue working with it in the future. Only 5%
of respondents said that mastering the new
techniques required loads of effort, and 5% felt
that listening to videos and visual graphic
feedback did not improve their pronunciation.
The results presented in the study found an
overall 9% increase in respondents rated the use
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of subtitling in Ukrainian-English and Ukrainian-
German publicistic movies.
The system of increasing the number of
technological solutions in foreign language
learning is based on modern methods and
innovations identified in the studies of current
educators (Zhernova, 2018; Selin et al., 2016).
However, the idea of involving video content
contributes to the emergence of different
concepts, a system of coordinates, and program
axes in the training of future specialists in foreign
languages (linguists). New technological
institutions' use in education leads to the
emergence and improvement of educational
innovations and motivates thinking about
innovative pedagogical practices (Anis, 2017).
Our research has shown that even if linguistics
students use watching audio or video materials
for a learning purpose, they have a certain set of
beliefs and tastes: they assess a set of topics at
variance and may understand this innovation a bit
differently. Therefore, we should keep surveying
education seekers and modify the corpus of video
and audio materials according to requests and
learning needs.
Conclusion
This research proves that the use Ukrainian-
English and Ukrainian-German publicistic
movies with subtitles helps to improve automatic
speech recognition skills. According to the
survey, a 9% increase in respondents supported
the use of subtitling techniques for video and
audio materials within the learning process.
The improvement of linguistics students'
automatic speech recognition skills via subtitling
is welcomed by education seekers. The best
automatic speech recognition occurs while
watching movies with subtitles.
Historical and cultural content and the future of
high technology are the relevant topics for
linguistics students when watching publicistic
movies and documentary series.
Our study is one of the innovative practices
carried out on a university education basis, along
with other activities. Everything is made possible
through the active engagement of linguistics
educators with high technology. Such programs
provide substantial experience with the acoustic
and linguistic features as part of documentaries
and science-popular movies.
The future development of methods and models
of foreign language teaching that involve using
various audio and video materials and digital
technology will continue. These require figuring
out the models and pragmatics of forming a
teaching corpus for foreign language learning.
There are several research goals, first of all, the
improvement of technical aspects in teaching and
implementation of independent and creative
work of linguistics students, the formation of
particular collections of audio and video
materials aimed at the subject-specific and
professional use of English, and German-based
on international cooperation.
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