Inclusive Pedagogy through Technology: Implementing Speech-to-Text and Text-to-Speech in EFL Classrooms for Learners with Disabilities

Authors

  • Wiyaka Wiyaka

    English Language Education Department, Universitas Persatuan Guru Republik Indonesia Semarang, Semarang 50232, Indonesia
  • Lusia Maryani Silitonga

    English Language Education Department, Universitas Persatuan Guru Republik Indonesia Semarang, Semarang 50232, Indonesia
  • Heri Prabowo

    Management Department, Universitas Persatuan Guru Republik Indonesia Semarang, Semarang 50232, Indonesia
  • Entika Fani Prastikawati

    English Language Education Department, Universitas Persatuan Guru Republik Indonesia Semarang, Semarang 50232, Indonesia

     

DOI:

https://doi.org/10.30564/fls.v7i12.12243
Received: 25 September 2025 | Revised: 19 October 2025 | Accepted: 21 October 2025 | Published Online: 31 December 2025

Abstract

This study investigates the implementation of Speech-to-Text (STT) and Text-to-Speech (TTS) technologies in multimodal English as a Foreign Language (EFL) assessment for students with disabilities in Indonesian special senior high schools (SMALB). Using an embedded mixed-methods design, the research involved 25 students with diverse disabilities, alongside teachers and support staff, to explore how STT and TTS tools support inclusive pedagogy and assessment. Qualitative data from observations, interviews, and student work samples were integrated with quantitative results from language performance tests and attitude questionnaires. The findings indicate that STT and TTS technologies enhanced accessibility, engagement, and learner autonomy, allowing students to demonstrate language competence through alternative modalities aligned with Universal Design for Learning (UDL) principles. Teachers reported increased sensitivity to learner diversity and adopted more flexible, student-centered assessment strategies. Quantitative analyses showed significant improvements in students’ speaking and writing performance, as well as positive shifts in motivation and confidence. Despite implementation challenges such as limited infrastructure and teacher readiness, the study highlights the transformative potential of assistive technologies in advancing equitable and meaningful EFL instruction in inclusive settings. These insights contribute to the growing discourse on inclusive digital education in under-resourced contexts and inform future policy, practice, and teacher training initiatives.

Keywords:

Pedagogy; Speech-to-Text; Text-to-Speech; EFL Learners with Disabilities

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How to Cite

Wiyaka, W., Silitonga, L. M., Prabowo, H., & Prastikawati, E. F. (2025). Inclusive Pedagogy through Technology: Implementing Speech-to-Text and Text-to-Speech in EFL Classrooms for Learners with Disabilities. Forum for Linguistic Studies, 7(12), 1969–1983. https://doi.org/10.30564/fls.v7i12.12243

Issue

Vol. 7 , Iss. 12 (December 2025)

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Article

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Copyright © 2025 Wiyaka Wiyaka, Lusia Maryani Silitonga, Heri Prabowo, Entika Fani Prastikawati

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.