Carol Espy Wilson

Ahmed Adel Attia, Jing Liu, Carol Espy Wilson

Prior works have investigated the use of articulatory features as complementary representations for automatic speech recognition (ASR), but their use was largely confined to shallow acoustic models. In this work, we revisit articulatory information in the era of deep learning and propose a framework that leverages articulatory representations both as an auxiliary task and as a pseudo-input to the recognition model. Specifically, we employ speech inversion as an auxiliary prediction task, and the predicted articulatory features are injected into the model as a query stream in a cross-attention module with acoustic embeddings as keys and values. Experiments on LibriSpeech demonstrate that our approach yields consistent improvements over strong transformer-based baselines, particularly under low-resource conditions. These findings suggest that articulatory features, once sidelined in ASR research, can provide meaningful benefits when reintroduced with modern architectures.

Ahmed Adel Attia, Jing Liu, Carol Espy Wilson

The scarcity of large-scale classroom speech data has hindered the development of AI-driven speech models for education. Classroom datasets remain limited and not publicly available, and the absence of dedicated classroom noise or Room Impulse Response (RIR) corpora prevents the use of standard data augmentation techniques. In this paper, we introduce a scalable methodology for synthesizing classroom noise and RIRs using game engines, a versatile framework that can extend to other domains beyond the classroom. Building on this methodology, we present RealClass, a dataset that combines a synthesized classroom noise corpus with a classroom speech dataset compiled from publicly available corpora. The speech data pairs a children's speech corpus with instructional speech extracted from YouTube videos to approximate real classroom interactions in clean conditions. Experiments on clean and noisy speech show that RealClass closely approximates real classroom speech, making it a valuable asset in the absence of abundant real classroom speech.