Abstract
<jats:title>Abstract</jats:title> <jats:p>This article introduces Automatic Speech Recognition (ASR) as a tool for composing texts (also known as voice‐activated writing), particularly in second or foreign language contexts. It outlines how this approach can enhance writing fluency and improve access for writers with accessibility needs (e.g., those with writing disabilities or limited literacy skills). Drawing on recent empirical studies, this entry discusses learners' attitudes toward voice‐activated writing, the quality of voice‐generated texts, and implementation strategies in both language classrooms and real‐world contexts. The article concludes that ASR represents a promising innovation in writing and its pedagogy, and a step toward more inclusive and multimodal literacy practices. The technology enables learners to speak their way into literacy, thus offering meaningful opportunities for engagement in 21st‐century communication.</jats:p>