A study on the optimal English speech level for Chinese listeners in classrooms

Speech intelligibility in classrooms affects the learning efficiency of students directly, especially for the students who are using a second language. The speech intelligibility value is determined by many factors such as speech level, signal to noise ratio, and reverberation time in the rooms. This paper investigates the contributions of these factors with subjective tests, especially speech level, which is required for designing the optimal gain for sound amplification systems in classrooms. The test material was generated by mixing the convolution output of the English Coordinate Response Measure corpus and the room impulse responses with the background noise. The subjects are all Chinese students who use English as a second language. It is found that the speech intelligibility increases first and then decreases with the increase of speech level, and the optimal English speech level is about 71 dBA in classrooms for Chinese listeners when the signal to noise ratio and the reverberation time keep constant. Finally, a regression equation is proposed to predict the speech intelligibility based on speech level, signal to noise ratio, and reverberation time.     

Speech intelligibility studies in classrooms

Speech intelligibility tests and acoustical measurements were made in ten occupied classrooms. Octave-band measurements of background noise levels, early decay times, and reverberation times, as well as various early/late sound ratios, and the center time were obtained. Various octave-band useful/detrimental ratios were calculated along with the speech transmission index. The interrelationships of these measures were considered to evaluate which were most appropriate in classrooms, and the best predictors of speech intelligibility scores were identified. From these results ideal design goals for acoustical conditions for classrooms were determined either in terms of the 50-ms useful/detrimental ratios or from combinations of the reverberation time and background noise level.     

Rating,ranking, and understanding acoustical quality in university classrooms

Nonoptimal classroom acoustical conditions directly affect speech perception and, thus, learning by students. Moreover, they may lead to voice problems for the instructor, who is forced to raise his/her voice when lecturing to compensate for poor acoustical conditions. The project applied previously developed simplified methods to predict speech intelligibility in occupied classrooms from measurements in unoccupied and occupied university classrooms. The methods were used to predict the speech intelligibility at various positions in 279 University of British Columbia (UBC) classrooms, when 70% occupied, and for four instructor voice levels. Classrooms were classified and rank ordered by acoustical quality, as determined by the room-average speech intelligibility. This information was used by UBC to prioritize classrooms for renovation. Here, the statistical results are reported to illustrate the range of acoustical qualities found at a typical university. Moreover, the variations of quality with relevant classroom acoustical parameters were studied to better understand the results. In particular, the factors leading to the best and worst conditions were studied. It was found that 81% of the 279 classrooms have "good," "very good," or "excellent" acoustical quality with a "typical" (average-male) instructor. However, 50 (18%) of the classrooms had "fair" or "poor" quality, and two had "bad" quality, due to high ventilation-noise levels. Most rooms were "very good" or "excellent" at the front, and "good" or "very good" at the back. Speech quality varied strongly with the instructor voice level. In the worst case considered, with a quiet female instructor, most of the classrooms were "bad" or "poor." Quality also varies with occupancy, with decreased occupancy resulting in decreased quality. The research showed that a new classroom acoustical design and renovation should focus on limiting background noise. They should promote high instructor speech levels at the back of the classrooms. This involves, in part, limiting the amount of sound absorption that is introduced into classrooms to control reverberation. Speech quality is not very sensitive to changes in reverberation, so controlling it for its own sake should not be a design priority.     

Effect of noise and occupancy on optimal reverberation times for speech intelligibility in classrooms

The question of what is the optimal reverberation time for speech intelligibility in an occupied classroom has been studied recently in two different ways, with contradictory results. Experiments have been performed under various conditions of speech-signal to background-noise level difference and reverberation time, finding an optimal reverberation time of zero. Theoretical predictions of appropriate speech-intelligibility metrics, based on diffuse-field theory, found nonzero optimal reverberation times. These two contradictory results are explained by the different ways in which the two methods account for background noise, both of which are unrealistic. To obtain more realistic and accurate predictions, noise sources inside the classroom are considered. A more realistic treatment of noise is incorporated into diffuse-field theory by considering both speech and noise sources and the effects of reverberation on their steady-state levels. The model shows that the optimal reverberation time is zero when the speech source is closer to the listener than the noise source, and nonzero when the noise source is closer than the speech source. Diffuse-field theory is used to determine optimal reverberation times in unoccupied classrooms given optimal values for the occupied classroom. Resulting times can be as high as several seconds in large classrooms; in some cases, optimal values are unachievable, because the occupants contribute too much absorption.     

Ray-tracing prediction of optimal conditions for speech in realistic classrooms

Recent papers have discussed the optimal reverberation times in classrooms for speech intelligibility, based on the assumption of a diffuse sound field. Here this question was investigated for more ‘typical’ classrooms with non-diffuse sound fields. A ray-tracing model was modified to predict speech-intelligibility metric U₅₀. It was used to predict U₅₀ in various classroom configurations for various values of the room absorption, allowing the optimal absorption (that predicting the highest U₅₀)—and the corresponding optimal reverberation time—to be identified in each case. The range of absorptions and reverberation times corresponding to high speech intelligibility were also predicted in each case. Optimal reverberation times were also predicted from the optimal surface-absorption coefficients using Sabine and Eyring versions of diffuse-field theory, and using the diffuse-field expression of Hodgson and Nosal. In order to validate the ray-tracing model, predictions were made for three classrooms with highly diffuse sound fields; these were compared to values obtained by the diffuse-field models, with good agreement. The methods were then applied to three ‘typical’ classrooms with non-diffuse fields. Optimal reverberation times increased with room volume and noise level to over 1 s. The accuracy of the Hodgson and Nosal expression varied with classroom size and noise level. The optimal average surface-absorption coefficients varied from 0.19 to 0.83 in the different classroom configurations tested. High speech intelligibility was, in general, predicted for a wide range of coefficients, but could not be obtained in a large, noisy classroom.     

Analysis of speech-based Speech Transmission Index methods with implications for nonlinear operations

The Speech Transmission Index (STI) is a physical metric that is well correlated with the intelligibility of speech degraded by additive noise and reverberation. The traditional STI uses modulated noise as a probe signal and is valid for assessing degradations that result from linear operations on the speech signal. Researchers have attempted to extend the STI to predict the intelligibility of nonlinearly processed speech by proposing variations that use speech as a probe signal. This work considers four previously proposed speech-based STI methods and four novel methods, studied under conditions of additive noise, reverberation, and two nonlinear operations (envelope thresholding and spectral subtraction). Analyzing intermediate metrics in the STI calculation reveals why some methods fail for nonlinear operations. Results indicate that none of the previously proposed methods is adequate for all of the conditions considered, while four proposed methods produce qualitatively reasonable results and warrant further study. The discussion considers the relevance of this work to predicting the intelligibility of cochlear-implant processed speech.     

Speech segregation in rooms: effects of reverberation on both target and interferer

Speech reception thresholds were measured to investigate the influence of a room on speech segregation between a spatially separated target and interferer. The listening tests were realized under headphones. A room simulation allowed selected positioning of the interferer and target, as well as varying the absorption coefficient of the room internal surfaces. The measurements involved target sentences and speech-shaped noise or 2-voice interferers. Four experiments revealed that speech segregation in rooms was not only dependent on the azimuth separation of sound sources, but also on their direct-to-reverberant energy ratio at the listening position. This parameter was varied for interferer and target independently. Speech intelligibility decreased as the direct-to-reverberant ratio of sources was degraded by sound reflections in the room. The influence of the direct-to-reverberant ratio of the interferer was in agreement with binaural unmasking theories, through its effect on interaural coherence. The effect on the target occurred at higher levels of reverberation and was explained by the intrinsic degradation of speech intelligibility in reverberation.     

A survey of acoustic conditions in semi-open plan classrooms in the United Kingdom

This paper reports the results of a large scale, detailed acoustic survey of 42 open plan classrooms of varying design in the UK each of which contained between 2 and 14 teaching areas or classbases. The objective survey procedure, which was designed specifically for use in open plan classrooms, is described. The acoustic measurements relating to speech intelligibility within a classbase, including ambient noise level, intrusive noise level, speech to noise ratio, speech transmission index, and reverberation time, are presented. The effects on speech intelligibility of critical physical design variables, such as the number of classbases within an open plan unit and the selection of acoustic finishes for control of reverberation, are examined. This analysis enables limitations of open plan classrooms to be discussed and acoustic design guidelines to be developed to ensure good listening conditions. The types of teaching activity to provide adequate acoustic conditions, plus the speech intelligibility requirements of younger children, are also discussed.     

Chinese speech intelligibility at different speech sound pressure levels and signal-to-noise ratios in simulated classrooms

The speech intelligibility in classroom can be influenced by background-noise levels, speech sound pressure level (SSPL), reverberation time and signal-to-noise ratio (SNR). The relationship between SSPL and subjective Chinese Mandarin speech intelligibility and the effect of different SNRs on Chinese Mandarin speech intelligibility in the simulated classroom were investigated through room acoustical simulation, auralisation technique and subjective evaluation. Chinese speech intelligibility test signals recorded in anechoic chamber were convolved with the simulated binaural room impulse responses, and then reproduced through the headphone by different SSPLs and SNRs. The results show that Chinese Mandarin speech intelligibility scores increase with increasing of SSPLs and SNRs within a certain range in simulated classrooms. Chinese Mandarin speech intelligibility scores have no significant difference with SNRs of no less than 15 dBA under the same reverberation time condition.     

Predicting speech intelligibility based on the signal-to-noise envelope power ratio after modulation-frequency selective processing

A model for predicting the intelligibility of processed noisy speech is proposed. The speech-based envelope power spectrum model has a similar structure as the model of Ewert and Dau [(2000). J. Acoust. Soc. Am. 108, 1181-1196], developed to account for modulation detection and masking data. The model estimates the speech-to-noise envelope power ratio, SNR(env), at the output of a modulation filterbank and relates this metric to speech intelligibility using the concept of an ideal observer. Predictions were compared to data on the intelligibility of speech presented in stationary speech-shaped noise. The model was further tested in conditions with noisy speech subjected to reverberation and spectral subtraction. Good agreement between predictions and data was found in all cases. For spectral subtraction, an analysis of the model's internal representation of the stimuli revealed that the predicted decrease of intelligibility was caused by the estimated noise envelope power exceeding that of the speech. The classical concept of the speech transmission index fails in this condition. The results strongly suggest that the signal-to-noise ratio at the output of a modulation frequency selective process provides a key measure of speech intelligibility.     

The combined effects of reverberation and nonstationary noise on sentence intelligibility

Listening conditions in everyday life typically include a combination of reverberation and nonstationary background noise. It is well known that sentence intelligibility is adversely affected by these factors. To assess their combined effects, an approach is introduced which combines two methods of predicting speech intelligibility, the extended speech intelligibility index (ESII) and the speech transmission index. First, the effects of reverberation on nonstationary noise (i.e., reduction of masker modulations) and on speech modulations are evaluated separately. Subsequently, the ESII is applied to predict the speech reception threshold (SRT) in the masker with reduced modulations. To validate this approach, SRTs were measured for ten normal-hearing listeners, in various combinations of nonstationary noise and artificially created reverberation. After taking the characteristics of the speech corpus into account, results show that the approach accurately predicts SRTs in nonstationary noise and reverberation for normal-hearing listeners. Furthermore, it is shown that, when reverberation is present, the benefit from masker fluctuations may be substantially reduced.     

Using the Speech Transmission Index for predicting non-native speech intelligibility

While the Speech Transmission Index (STI) is widely applied for prediction of speech intelligibility in room acoustics and telecommunication engineering, it is unclear how to interpret STI values when non-native talkers or listeners are involved. Based on subjectively measured psychometric functions for sentence intelligibility in noise, for populations of native and non-native communicators, a correction function for the interpretation of the STI is derived. This function is applied to determine the appropriate STI ranges with qualification labels ("bad"-"excellent"), for specific populations of non-natives. The correction function is derived by relating the non-native psychometric function to the native psychometric function by a single parameter (nu). For listeners, the nu parameter is found to be highly correlated with linguistic entropy. It is shown that the proposed correction function is also valid for conditions featuring bandwidth limiting and reverberation.     

Evaluation of acoustical conditions for speech communication in working elementary school classrooms

Detailed acoustical measurements were made in 41 working elementary school classrooms near Ottawa, Canada to obtain more representative and more accurate indications of the acoustical quality of conditions for speech communication during actual teaching activities. This paper describes the room acoustics characteristics and noise environment of 27 traditional rectangular classrooms from the 41 measured rooms. The purpose of the work was to better understand how to improve speech communication between teachers and students. The study found, that on average, the students experienced: teacher speech levels of 60.4 dB A, noise levels of 49.1 dB A, and a mean speech-to-noise ratio of 11 dB A during teaching activities. The mean reverberation time in the occupied classrooms was 0.41 s, which was 10% less than in the unoccupied rooms. The reverberation time measurements were used to determine the average absorption added by each student. Detailed analyses of early and late-arriving speech sounds showed these sound levels could be predicted quite accurately and suggest improved approaches to room acoustics design.     

The intelligibility of speech in elementary school classrooms

This is the second of two papers describing the results of acoustical measurements and speech intelligibility tests in elementary school classrooms. The intelligibility tests were performed in 41 classrooms in 12 different schools evenly divided among grades 1, 3, and 6 students (nominally 6, 8, and 11 year olds). Speech intelligibility tests were carried out on classes of students seated at their own desks in their regular classrooms. Mean intelligibility scores were significantly related to signal-to-noise ratios and to the grade of the students. While the results are different than those from some previous laboratory studies that included less realistic conditions, they agree with previous in-classroom experiments. The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children. By combining the speech intelligibility test results with measurements of speech and noise levels during actual teaching situations, estimates of the fraction of students experiencing near-ideal acoustical conditions were made. The results are used as a basis for estimating ideal acoustical criteria for elementary school classrooms.     

Speech segregation in rooms: monaural, binaural, and interacting effects of reverberation on target and interferer

Speech reception thresholds were measured in virtual rooms to investigate the influence of reverberation on speech intelligibility for spatially separated targets and interferers. The measurements were realized under headphones, using target sentences and noise or two-voice interferers. The room simulation allowed variation of the absorption coefficient of the room surfaces independently for target and interferer. The direct-to-reverberant ratio and interaural coherence of sources were also varied independently by considering binaural and diotic listening. The main effect of reverberation on the interferer was binaural and mediated by the coherence, in agreement with binaural unmasking theories. It appeared at lower reverberation levels than the effect of reverberation on the target, which was mainly monaural and associated with the direct-to-reverberant ratio, and could be explained by the loss of amplitude modulation in the reverberant speech signals. This effect was slightly smaller when listening binaurally. Reverberation might also be responsible for a disruption of the mechanism by which the auditory system exploits fundamental frequency differences to segregate competing voices, and a disruption of the "listening in the gaps" associated with speech interferers. These disruptions may explain an interaction observed between the effects of reverberation on the targets and two-voice interferers.     

Case-study evaluations of the acoustical designs of renovated university classrooms

The acoustical characteristics of 14 university classrooms at the University of British Columbia were measured before and after renovation—seven of these are discussed in detail here. From these measurements, and theoretical considerations, values of quantities used to assess each classroom configuration were predicted, and used to evaluate renovation quality. Information on each renovation was determined with the help of the university campus-planning office and/or the project acoustical consultant. These were related to the evaluation results in order to determine the relationship between design and acoustical quality. The criteria focused on the quality of verbal communication in the classrooms. Room-average Speech Intelligibility (SI) and its physical correlate, Speech Transmission Index (STI), were used to quantify verbal-communication quality. A simplified STI-calculation procedure was applied. The results indicate that some renovations were beneficial, others were not. Verbal-communication quality varied from ‘poor’ to ‘good’. The effect of a renovation depends on a complex interplay between changes in the reverberation and changes in the signal-to-noise level difference, as affected by sound absorption and the source outputs. Renovations which reduce noise are beneficial unless signal-to-noise level differences remain optimal. Renovations often put too much emphasis on adding sound absorption to control reverberation, at the expense of lower speech levels, particularly at the backs of classrooms. The absorption and noise contributed by room occupants has apparently often been neglected.     

Effects of reverberation on perceptual segregation of competing voices

Two experiments investigated the effect of reverberation on listeners' ability to perceptually segregate two competing voices. Culling et al. [Speech Commun. 14, 71-96 (1994)] found that for competing synthetic vowels, masked identification thresholds were increased by reverberation only when combined with modulation of fundamental frequency (F0). The present investigation extended this finding to running speech. Speech reception thresholds (SRTs) were measured for a male voice against a single interfering female voice within a virtual room with controlled reverberation. The two voices were either (1) co-located in virtual space at 0 degrees azimuth or (2) separately located at +/-60 degrees azimuth. In experiment 1, target and interfering voices were either normally intonated or resynthesized with a fixed F0. In anechoic conditions, SRTs were lower for normally intonated and for spatially separated sources, while, in reverberant conditions, the SRTs were all the same. In experiment 2, additional conditions employed inverted F0 contours. Inverted F0 contours yielded higher SRTs in all conditions, regardless of reverberation. The results suggest that reverberation can seriously impair listeners' ability to exploit differences in F0 and spatial location between competing voices. The levels of reverberation employed had no effect on speech intelligibility in quiet.     

The effects of air temperature and humidity on the acoustic design of voice alarm systems on underground stations

Sound attenuation of air due to climatic conditions is often assumed to be constant and/or negligible in the electro acoustic design of voice alarm (VA) systems. However, air attenuation variations can be significant in large underground spaces and particularly as the frequency increases to the mid to high frequencies which are the most relevant to speech intelligibility. This investigation evaluates and quantifies the impact of the variability of the most influential climatic parameters, air temperature and relative humidity, on the performance of VA systems in underground stations. Computer simulations were employed to predict the effect of varying these climatic parameters on key performance metrics. Results demonstrated a significant increase in the values of reverberation time parameters with both temperature and humidity, at frequencies critical for speech intelligibility. Consequently the values of speech intelligibility related metrics decreased with rising temperatures and humidity. Hence, the study shows how ignoring temperature and humidity effects can lead to calculation errors in the design of VA systems. These errors could cause over-specification of the absorption required of surface materials, and the inaccurate prediction of acoustic and speech intelligibility related parameters.