Hey Google, Let's Write : Examining L2 Learners' Acceptance of Automatic Speech Recognition as a Writing Tool.

This article investigates university-level English as a second language (L2) learners’ perceptions of using automatic speech recognition (ASR), specifically Google Voice Typing (GVT), as a tool for writing academic texts. Employing the Technology Acceptance Model (TAM), the mixed-methods study with 16 international undergraduate students at a Canadian university found generally positive perceptions regarding ASR’s usefulness, ease of use, and intention to use. Participants appreciated ASR’s potential to reduce cognitive load by facilitating spelling and allowing focus on content, though some noted challenges with pronunciation accuracy and the need to dictate punctuation. The study suggests ASR has pedagogical potential for L2 writing instruction but recommends further research on best practices, user proficiency thresholds, and extended use to optimize its benefits.