Experiments to fine-tune large multilingual models with limited data from a specific domain or setting has potential to improve automatic speech recognition (ASR) outcomes. This paper reports on the use of the Elpis ASR pipeline to fine-tune two pre-trained base models, Wav2Vec2-XLSR-53 and Wav2Vec2-Large-XLSR-Indonesian, with various mixes of data from 3 YouTube channels teaching Indonesian with English as the language of instruction. We discuss our results inferring new lesson audio (22-46% word error rate) in the context of speeding data collection in diverse and specialised settings. This study is an example of how ASR can be used to accelerate natural language research, expanding ethically sourced data in low-resource settings.

Indonesian and Malay are underrepresented in the development of natural language processing (NLP) technologies and available resources are difficult to find. A clear picture of existing work can invigorate and inform how researchers conceptualise worthwhile projects. Using an education sector project to motivate the study, we conducted a wide-ranging overview of Indonesian and Malay human language technologies and corpus work. We charted 657 included studies according to Hirschberg and Manning’s 2015 description of NLP, concluding that the field was dominated by exploratory corpus work, machine reading of text gathered from the Internet, and sentiment analysis. In this paper, we identify most published authors and research hubs, and make a number of recommendations to encourage future collaboration and efficiency within NLP in Indonesian and Malay.

Usage-based analyses of teacher corpora and code-switching (Boztepe, 2003) are an important next stage in understanding language acquisition. Multilingual corpora are difficult to compile and a classroom setting adds pedagogy to the mix of factors which make this data so rich and problematic to classify. Using quantitative methods to understand language learning and teaching is difficult work as the ‘transcription bottleneck’ constrains the size of datasets. We found that using an automatic speech recognition (ASR) toolkit with a small set of training data is likely to speed data collection in this context (Maxwelll-Smith et al., 2020).

Multilingual corpora are difficult to compile and a classroom setting adds pedagogy to the mix of factors which make this data so rich and problematic to classify. In this paper, we set out methodological considerations of using automated speech recognition to build a corpus of teacher speech in an Indonesian language classroom. Our preliminary results (64% word error rate) suggest these tools have the potential to speed data collection in this context. We provide practical examples of our data structure, details of our piloted computer-assisted processes, and fine-grained error analysis. Our study is informed and directed by genuine research questions and discussion in both the education and computational linguistics fields. We highlight some of the benefits and risks of using these emerging technologies to analyze the complex work of language teachers and in education more generally.