Abstract

This study investigates the self-initiated use of real-time speech-to-text translation (STTT) tools among Thai university students in English language classrooms, and how they perceive these tools to support their comprehension, motivation, engagement, and participation. Adopting a mixed-methods research design, data were collected from 224 students across various faculties. Quantitative findings indicated a two-construct model comprising comprehension and engagement/ participation, each validated through exploratory and confirmatory factor analyses. Students reported that STTT tools supported their comprehension, particularly in vocabulary recognition, teacher clarity, and lecture following, and were associated with active classroom engagement, increased confidence, reduced hesitation, and more collaborative participation. Both scales demonstrated excellent internal consistency (α = .95), with overall favorable perceptions (M=4.19 and SD=0.572). Thematic analysis of open-ended responses suggested that students were motivated by perceived gains in comprehension, vocabulary acquisition, increased confidence, and greater classroom participation. However, reported challenges included translation inaccuracies, technological limitations, accent-related recognition issues, and internet instability. Grounded in cognitive load theory and sociocultural theory, this research highlights the nuanced interplay between learner agency, assistive technology use, and classroom interaction. The findings contribute to the underexplored area of STTT use in low-resource language settings and offer actionable insights for educators and policymakers aiming to integrate assistive technologies into inclusive pedagogical practices. This underscores the transformative potential of STTT tools to bridge linguistic gaps and promote more equitable and effective English language learning experiences in EFL contexts.