Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology

Abstract

This exploratory article is much of “revisiting” the Text-to-Speech (TTS) tool as an EFL learning resource, in the light of the recent hike in its accessibility in form of apps in personal devices and social media platforms. The article presumes that this recent convenience of the TTS technology has the potential of boosting the reading zeal among the population of the Arabic speaking EFL learners. The potential referred to here emanates from the TTS tool distancing itself from the printed vs. digital reading debate with its in-between reading and listening stance. However, with no concurrent studies to cope up and update this recent convenience of the TTS, little is known about its scale and forms of impact on the population of the Arabic speaking EFL learners. In the course of the discussion therefore, the article attempts to highlight the latest version of the technology, its pro-EFL learning potentials as well as to preview the paradigm the technology can be utilized. The article concludes with the secondary role of TTS in shifting the now “visual orientation” of the Arabic speaking EFL learners, towards reading at all. It as well previews how a pro-EFL learning TTS literature would contain and look like in order to offset the emotional engagement that the printed texts provide.