From Classroom to Career: Leveraging Text-to-Speech Technology to Enhance Esl Pronunciation, Vocabulary, and Employability in Higher Education

English language proficiency is a critical determinant of employability in globalized workplaces, yet many university students struggle to achieve competency in vocabulary and pronunciation. This study investigates the integration of Text-to-Speech (TTS) tools into English language pedagogy to address these gaps. Employing a qualitative case study design, the research developed and implemented TTS-supported lesson plans focusing on 1,000 employability-focused vocabulary items. Data were collected via classroom observations, lecturer journals, and semi-structured interviews with five lecturers and their students. Thematic analysis revealed five key outcomes: (1) enhanced vocabulary retention through consistent pronunciation models, (2) improved pronunciation accuracy via native-like intonation and stress patterns, (3) increased learner autonomy through self-regulated practice, (4) heightened engagement via interactive TTS features, and (5) strengthened employability skills such as critical thinking and communication confidence. The findings underscore TTS tools as transformative artefacts within Vygotsky’s sociocultural framework, bridging pedagogical gaps and fostering self-regulation. Recommendations include institutional adoption of TTS tools, educator training, and longitudinal studies to assess long-term impacts. This innovation offers a scalable solution to align language education with global workforce demands.