Text‐to‐speech technology can act as an important support tool in computer‐based learning environments (CBLEs) as it provides auditory input, next to on‐screen text. Particularly for students who use a language at home other than the language of instruction (LOI) applied at school, text‐to‐speech can be useful. The CBLE E‐Validiv offers content in the LOI and one of six other languages. All content can be read aloud via text‐to‐speech. For students having a home language other than the LOI, the other language is set to their home language; students who use the LOI at home mostly have English or French available. This study aimed to determine fifth‐grade students' use of bilingual text‐to‐speech and examine student characteristics related to this use (n = 360). Multilevel hierarchical regression analyses show that particularly students having their home language available apply text‐to‐speech in their home language. However, their main focus remains on text‐to‐speech in the LOI. Students with a low self‐assessed proficiency in their home language and those who often watch television and read books in the LOI use text‐to‐speech more in the LOI. Considerations for practice, the design of CBLEs with text‐to‐speech and future directions for research are discussed. Lay Description What is currently known about the subject? Text‐to‐speech (TTS) technology converts digital text to spoken language. Combining visual and auditory information extends working memory's capacity. TTS has potential to offer bilingual auditory support to language minority students. Learner characteristics may play a considerable role in the use of TTS. What does this paper add? Language minority students use TTS in the language of instruction and their home language. TTS in the home language is mainly applied as a support to strengthen understanding. Not being confident about the proficiency in the home language indicates a stronger focus on TTS in the language of instruction. Reading books and watching television in the language of instruction points to a stronger use of TTS in that language. What does this mean for practitioners? The computer‐based learning environment can support students in meaning construction. TTS can assist language minority students both in the language of instruction and the home language. Students who are not confident in their home language need special attention.