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Abstract
Voice recognition technologies (VRT) are learning technologies that enhance students' composing processes. They encourage instructors to ask questions concerning what benefits oral composing can bring. This essay reviews several studies (specifically those conducted by BECTA, "Speaking to Write," and Scotland's CALL Centre) that have explored students' interaction with voice recognition programs to produce texts. Drawing from these studies, which focus on the writing of younger writers, it also delves into what future areas we should explore about oral composing technologies in the college classroom.
Introduction
Writing teachers talk ...