BRIDGING LANGUAGE GAPS in REAL-TIME - INVESTIGATING UNIVERSITY STUDENTS’ SELF-INITIATED USE of SPEECH-TO-TEXT TRANSLATION in ENGLISH LANGUAGE CLASSROOMS - Issues

Oct 15, 2026

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This study investigates the self-initiated use of real-time speech-to-text translation tools (STTT) by Thai university students in English language classrooms, and examines their perceptions of how STTT supports comprehension, motivation, engagement, and participation. Using a mixed-methods design, data were collected from 224 students. Quantitative results supported a two-construct model linking comprehension with engagement/participation, while students reported improved vocabulary recognition, reduced hesitation, greater confidence, and more collaborative involvement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

Technology integration in language learning

Rationale for STTT tools

Study aims and implications

ISSUES BRIDGING LANGUAGE GAPS in REAL-TIME: INVESTIGATING UNIVERSITY STUDENTS’ SELF-INITIATED USE of SPEECH-TO-TEXT TRANSLATION in ENGLISH LANGUAGE CLASSROOMS Napattanissa Sangkawong1, Junifer Leal Bucol1a, Rozelda Luciano2 1 Center for Language Teaching and Learning, Walailak University, 2 School of Graduate Studies, Philippine Christian University Keywords: speech-to-text, machine translation, autonomous learning, assistive technology, language learning [https://doi.org/10.56297/vaca6841/ZDDD4208/KTKA2748](https://doi.org/10.56297/vaca6841/ZDDD4208/KTKA2748) Teaching English with Technology Vol. 25, Issue 2, 2025 This study investigates the self-initiated use of real-time speech-to-text translation (STTT) tools among Thai university students in English language classrooms, and how they perceive these tools to support their comprehension, motivation, engagement, and participation. Adopting a mixed-methods research design, data were collected from 224 students across various faculties. Quantitative findings indicated a two-construct model comprising comprehension and engagement/ participation, each validated through exploratory and confirmatory factor analyses. Students reported that STTT tools supported their comprehension, particularly in vocabulary recognition, teacher clarity, and lecture following, and were associated with active classroom engagement, increased confidence, reduced hesitation, and more collaborative participation. Both scales demonstrated excellent internal consistency (α = .95), with overall favorable perceptions (M=4.19 and SD=0.572) . Thematic analysis of open-ended responses suggested that students were motivated by perceived gains in comprehension, vocabulary acquisition, increased confidence, and greater classroom participation. However, reported challenges included translation inaccuracies, technological limitations, accent-related recognition issues, and internet instability. Grounded in cognitive load theory and sociocultural theory, this research highlights the nuanced interplay between learner agency, assistive technology use, and classroom interaction. The findings contribute to the underexplored area of STTT use in low-resource language settings and offer actionable insights for educators and policymakers aiming to integrate assistive technologies into inclusive pedagogical practices. This underscores the transformative potential of STTT tools to bridge linguistic gaps and promote more equitable and effective English language learning experiences in EFL contexts. 1. Introduction The integration of technology into language learning environments has ushered in a new era of pedagogical possibilities, particularly in the realm of second language acquisition (Ivenz & Poláková, 2024) . In Thailand, where English is taught as a foreign language, the challenges of bridging the a Corresponding author linguistic gap between Thai and English are ever-present (Kawinkoonlasate, 2020) . Communicative language teaching methodologies, which emphasize real-world communication and interaction, have gained traction in Thai classrooms, yet students still require additional support to navigate the complexities of English. The increasing recognition of technology as a bridge between formal and informal learning environments has enabled students to actively and effectively engage with target language learning tools both within and beyond the classroom (An et al., 2021) . Lim and Toh (2024) highlight that the integration of technology in language education not only transforms the qualitative nature of learning but also fosters positive learner attitudes toward its use. Speech-to-text translation (STTT) emerges as a promising tool that could potentially provide such support, enabling students to overcome communication barriers and enhance their language learning experience (Lyons, 2016) . The effectiveness of collaborative learning, which is a component of communicative language teaching, has bee

FAQs

What is the focus of the study on STTT tools in English classrooms?

The study focuses on how Thai university students self-initiate the use of real-time speech-to-text translation in English language instruction and how they perceive its impact on comprehension, motivation, engagement, and participation.

How was the research conducted and what did the quantitative results show?

A mixed-methods design was used with 224 students. Quantitative findings supported a two-construct model involving comprehension and engagement/participation, validated through exploratory and confirmatory factor analyses.

What challenges did students report when using STTT tools?

Students reported challenges including translation inaccuracies, technological limitations, accent-related recognition issues, and internet instability.

Oct 15, 2026

Uploaded by Ophelia