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Speech intelligibility in higher education teaching facilities

Paterson-Stephens, Iain; Rutherford, Peter; Wilson, Robin


Iain Paterson-Stephens


This paper expands upon the initial work conducted by Rutherford, Wilson and Hickman4 and explores the relationship between the Speech Transmission Index (STI) and its application within the context of higher education teaching and learning facilities. As is well known, the modern learning environment comprises a diverse student population of both native [L1] and non-native [L2] listeners & speakers and, as has been evidenced in research and recognized within BS EN 60268-16:201116, such [L2] listeners provide a significant challenge when predicting STI performance in any given space.
The purpose of the research presented here is to delve deeper into the relationship between STI and both native and non-native listening groups. Data is presented that extends the findings from the original study, particularly with respect to the relationship between the STI value and [L2] listener performance. The paper concludes that whilst STI over predicts [L2] listener performance, the level of over-prediction itself is fundamentally dependent upon the STI value. For high STI values (>0.8), a relatively small over prediction was observed during intelligibility experiments (approx. 6%) however at low STI values (


Paterson-Stephens, I., Rutherford, P., & Wilson, R. (2014). Speech intelligibility in higher education teaching facilities. Acoustics Bulletin, 39(2),

Journal Article Type Article
Acceptance Date Feb 1, 2014
Publication Date Mar 31, 2014
Deposit Date Sep 12, 2017
Publicly Available Date Sep 12, 2017
Journal Acoustics Bulletin
Print ISSN 0308-437X
Electronic ISSN 0308-437X
Publisher Institute of Acoustics
Peer Reviewed Peer Reviewed
Volume 39
Issue 2
Public URL
Publisher URL
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Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf


IPS-Acoustics Bulletin Paper 2013_Figures Included.pdf (847 Kb)

Copyright Statement
Copyright information regarding this work can be found at the following address:

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