In the United States the number of English Language Learner students is steadily increasing. Many ELLs speak and understand limited English, resulting in achievement that lags far behind that of their classmates (Thomas, 2015). Recruiting the support of educators who come in contact with ELL students on a daily basis promoted a solution to this problem. This qualitative intrinsic case study sought to view and evaluate middle school teachers' perceptions of using speech recognition devices, e.g. "Alexa Echo," to facilitate learning English. The study took place in a Connecticut middle school. Included are surveys and interviews of teachers of ELL students gaining their perspectives on the effectiveness of using this speech recognition technology to teach and engage students in learning. The methodology incorporated descriptions, assertions of the researcher, identification of themes from surveys and interviews, and triangulation to draw conclusions for findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]