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A significant barrier to effective communication in a second language is the awareness and accurate reproduction of phonetic sounds absent in the mother tongue. This study investigated whether the automated evaluation of phonetic accuracy using speech recognition technology could improve the pronunciation skills of 105 (88 female, 17 male) Thai undergraduate students studying English in Thailand. A pre-test, post-test design was employed using treatment and control sample groups, reversed over two six-week periods. Treatment group students were given access to an online platform on which they could record and submit their speech for automated evaluation and feedback via SpeechAce, a speech recognition interface designed to evaluate pronunciation and fluency. Independent samples t-test analysis of the results showed statistically significant improvement in pronunciation accuracy of students in the treatment group when compared to those in the control group (t (89) = 2.086, p = 0.040, 95% CI [0.083, 3.423]), (t (89) = -4.692, p < 0.001, 95% CI [-5.157, -2.089]). Pearson's correlation analysis indicated a weak to moderate, but statistically significant correlation between frequency of practise and pronunciation test score (r =0.508, p < 0.001), (r = 0.384, p = 0.021). The study has limitations as the sample group was predominantly female, and time constraints limited students' use of the software. Future studies should investigate possible gender differences and experiment with different forms of visual feedback.

This study examined, in 180 children aged from 6 to 9?years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi-regular nature of irregular words, it was found that nonword reading was a large and significant predictor of irregular word reading even when entered into a regression analysis after all of the other variables. However, irregular word spelling was equally well predicted by orthographic and nonword reading skills. The results are discussed in relation to models of word reading and reading development.

The advent of cheaper SLR digital cameras and associated software has allowed the rapid creation of digital images. We explain three simple techniques that allow the generation of micrographs. A further technique is described that allows the production of an image from a full section of the microscope slide. Class sets of micrographs greatly enhance any discussion before or after the practical session. (Contains 7 figures and 1 table.)