The authors present the outcomes of an investigation into the use of speech-to-text (STT) technology in gamified elicited imitation activities for English language learning. Using a customized English learning app on their mobile phones, participants completed short to moderate in-app imitation exercises. The STT technology provided individualized feedback on each attempt, which encouraged error correction and repetition. The experiment was conducted over 5 and 20 hours of treatment time and compared to two control groups with comparable non-digital time periods. The number of pauses, syllables, utterance time, phonation time, and speech rate were measured in order to calculate speed fluency and breakdown fluency. The study was separated into two sections. The first section characterized the speech patterns of low- and intermediate-level speakers in terms of speed and breakdown fluency. Section two assessed the effect of STT technology on speed fluency and breakdown fluency at 5 and 20 hours of treatment time in comparison to the two control groups. This study contributes to our understanding of the efficacy of advanced mobile features such as speech-to-text and voice recognition in interactive English learning activities, particularly in terms of their impact on speaking fluency.