C-MOC programs also encourage increased attention to diction through errors. Many times the errors are actually understandable based on the writer’s unique pronunciation of a word or phrase. For example, when Denisha said “I did,” the phrase showed up as “idea.” But in listening to the recorded session, I noted that she put such little emphasis on the last “d” that the program could only guess at another word. In her post-inquiry survey, she noted that the program made her concentrate on her speech more, forcing her to “enunciate” more clearly. I do see a danger here in proclaiming the emphasis on enunciation as a benefit. In using speech-to-text programs like DNS, students should not feel as though they must eradicate evidence of regional dialects or accents simply so the program will transcribe more accurately. Rather, the benefit lies in a student’s ability to see how her pronunciations are rendered in visible text.
In Molly's case, though she was more comfortable with C-MOC than Chandra or Denisha, she often lapsed into more "spoken" words and phrases in her attempts to speak text. In this clip, although she uses the word "gonna," which the program had trouble recognizing as "going to."
Transcription: I don’t really understand why he decided to include these men’s names except that . . . he’s trying to . . . put himself among their ranks period . . . He then follows that with a statement about resignation period . . . he also states that for him this will be a difficult decision to make period. I think everybody knew good and well that he wasn’t gonna resign period
