Abstract
Literature on the impact of speech-to-text (STT) technology on text production is limited, with a predominant focus on students with learning disabilities. The widespread availability of STT suggests its potential integration into regular teaching practices; however, this remains understudied. The present study explored two conditions of narrative text production—STT and keyboarding—using a counterbalanced within-group design to measure text productivity, vocabulary, and sentence construction. Eighty-one middle-school students (Grades 4 and 5), typically from regular classrooms, participated in the study. The results revealed that students produced longer texts and in less time with STT than with keyboarding, and they used more diverse vocabulary. Sentence structures revealed an increase in punctuation and sentence length with STT. The text-based measurements were positively correlated; for instance, if students produced longer texts using the keyboard, they did so similarly with STT. In conclusion, young students can benefit from STT as a complement to traditional transcription, developing their narrative textual expression and reflective skills in knowledge acquisition. The implications of these results are discussed.
Published Version
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