“Look, ma, no hands!” Writing without typing

Speech-recognition tools for future translators in the English language classroom

Bibliographic Data

ID21781188
AuthorsAna-Isabel Martínez-Hernández (0000-0003-0226-3288, Universitat Jaume I), Lucía Bellés-Calvera (0000-0002-1329-6395, Universitat Jaume I)
Year2022
Volume21
Issue2
Pages69-90
Publication date2022-12-05
Open AccessYes
TypeARTICLE
VenueLengua y Sociedad (JOURNAL)
Journal identifiersISSN: 1729-9721 • E-ISSN: 2413-2659
PublisherUniversidad Nacional Mayor de San Marcos, Vicerectorado de Investigacion (PUBLISHER)
DOI10.15381/lengsoc.v21i2.22723
OpenAlexW4313250075
LanguageEN
References cited45

Writing proficiency in a foreign language has been increasingly demanded in the workplace due to the value of multilingualism; thus, it cannot be neglected in the English classroom. ICTs have gained momentum in the development of competences in the target language as a motivational asset, not least writing skills. In that sense, this paper seeks to inspect the effects speech recognition tools have in terms of motivation and written production. This study was conducted at a Spanish university with 55 first-year Translation and Interpreting undergraduates who were surveyed about the applicability of the dictation tools available in Microsoft Word® and Google Docs® to compose a written text. Results suggest that, despite its limitations, speech recognition can prove useful for learners and can result in a motivational innovative strategy to engage them in the writing process

Dictation · English as a foreign language · Foreign language · Linguistics · Mathematics education · Speech recognition · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Interpreting and Communication in Healthcare · Psychology

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