In my experience, it is best if the students practice with this technology when they have something written before they begin. This will prevent student fatigue and frustration.

Google seems to get it right when the word is spoken in a sentence context. Instead, the student could contextualize the word, since Google’s algorithm will most likely understand:

You will then have a transcript that looks like this and a very frustrated student: For instance, when a student who continues to say the word dog, Google could repeatedly transcribe it as dock.

It can be very frustrating for students when they repeat the same word or phrase, and the software continues to transcribe a word that they did not mean to say. Here are some takeaways from teaching with this technology: Patience and Context This process can be both rewarding and infuriating for the students. The technology is far from perfect, but it gives students the chance to see how their own language production is perceived by this software through the relationship between what they intended to say and what the computer “heard”. One assumption is that if the transcribed words or phrases are not exactly what the student intended to say, then there could be inaccuracies in their spoken English. a news article, target grammar examples from their textbook, presentation script, etc.) and Google’s voice typing algorithm “types” the perceived spoken words and phrases. As a teaching tool, students can read scripted language into the microphone (e.g. It can be used on a PC/Mac with a microphone input or on the Google Docs application on a smartphone. The goal of this software is to recognize spoken language and transcribe it into text on the Google Docs application. I will share my experiences using this product in various contexts at the International English Center as well as some strengths and weaknesses of the product as they pertain to student learning outcomes. One example of a developing linguistic technology is Google’s Speech to Text feature in Google Docs, which can give students autonomy in recognizing areas of improvement in spoken English production. Due to this interplay and the ubiquitous presence of technology in our students’ lives, it is important for us as ESL practitioners to be aware of and to take advantage of this mesh of language and technology for the benefit of our students. Technology shapes how we communicate with one another, and language itself informs and inspires developers to create human-like input and output of linguistic data. There is a mutual relationship between the advancement of technology and the ongoing evolution of language.

Use speech to text on google docs