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Enhancing Middle-School Students' Textual Expression: The Complementary Role of Speech-to-Text Technology

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Title: Enhancing Middle-School Students' Textual Expression: The Complementary Role of Speech-to-Text Technology
Language: English
Authors: Gunilla Almgren Bäck, Thomas Nordström, Idor Svensson
Source: Reading & Writing Quarterly. 2025 41(2):160-175.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 4
Intermediate Grades
Grade 5
Grade 6
Descriptors: Foreign Countries, Middle School Students, Grade 5, Computational Linguistics, Identification, Computer Software, Automation, Word Recognition, Speech, Keyboarding (Data Entry), Computer Mediated Communication, Sentence Structure, Text Structure, Reading Ability, Vocabulary, Grade 6
Geographic Terms: Sweden
DOI: 10.1080/10573569.2024.2398447
ISSN: 1057-3569
1521-0693
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499721
Database: ERIC
FullText Text:
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  Data: Enhancing Middle-School Students' Textual Expression: The Complementary Role of Speech-to-Text Technology
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  Data: <searchLink fieldCode="AR" term="%22Gunilla+Almgren+Bäck%22">Gunilla Almgren Bäck</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+Nordström%22">Thomas Nordström</searchLink><br /><searchLink fieldCode="AR" term="%22Idor+Svensson%22">Idor Svensson</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: 10.1080/10573569.2024.2398447
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  Data: 1057-3569<br />1521-0693
– Name: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1499721
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      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Grade 5
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      – SubjectFull: Sweden
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      – TitleFull: Enhancing Middle-School Students' Textual Expression: The Complementary Role of Speech-to-Text Technology
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