Effects of spell checkers on English as a second language students' incidental spelling learning: a cognitive load perspective.
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| Title: | Effects of spell checkers on English as a second language students' incidental spelling learning: a cognitive load perspective. |
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| Authors: | Lin, Po-Han1 pohan81@gmail.com, Liu, Tzu-Chien2 tzuchien@ntnu.edu.tw, Paas, Fred paas@fsw.eur.nl |
| Source: | Reading & Writing. Sep2017, Vol. 30 Issue 7, p1501-1525. 25p. |
| Subject Terms: | *Spelling ability, *Second language acquisition, *Learning, Spell checkers (Computer programs), English language acquisition |
| Abstract: | Computer-based spell checkers help to correct misspells instantly. Almost all the word processing devices are now equipped with a spell-check function that either automatically corrects errors or provides a list of intended words. However, it is not clear on how the reliance on this convenient technological solution affects spelling learning. According to cognitive load theory convenience might be harmful for learning because it reduces the amount of effort invested in the learning task. In this study, effects of spelling aids on detecting and correcting misspelled words were examined by comparing English as a second language students' performances on detecting and correcting the misspelled word across four conditions: control, red underline, spell-check (drop-down list), and dictionary. Learning transferability and durability were also examined. Results indicated that all spelling aids induced error-detection learning even when the errors were presented in a different context (transferability) or in a delayed posttest (durability). For error-correction learning, results showed that both the spell-checker (drop-down list) and the dictionary helped the students to learn the spelling incidentally. On the delayed posttest, error-correction performance in these two aided conditions was significantly higher than the performance in the control group. In conclusion, effort spent on searching for the correct words relates to better incidental spelling learning. Convenience and effort should be considered as factors influencing incidental spelling learning in the design of computer-based spell checkers. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 124376386 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of spell checkers on English as a second language students' incidental spelling learning: a cognitive load perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lin%2C+Po-Han%22">Lin, Po-Han</searchLink><relatesTo>1</relatesTo><i> pohan81@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Liu%2C+Tzu-Chien%22">Liu, Tzu-Chien</searchLink><relatesTo>2</relatesTo><i> tzuchien@ntnu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Paas%2C+Fred%22">Paas, Fred</searchLink><i> paas@fsw.eur.nl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Sep2017, Vol. 30 Issue 7, p1501-1525. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Spell+checkers+%28Computer+programs%29%22">Spell checkers (Computer programs)</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+acquisition%22">English language acquisition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computer-based spell checkers help to correct misspells instantly. Almost all the word processing devices are now equipped with a spell-check function that either automatically corrects errors or provides a list of intended words. However, it is not clear on how the reliance on this convenient technological solution affects spelling learning. According to cognitive load theory convenience might be harmful for learning because it reduces the amount of effort invested in the learning task. In this study, effects of spelling aids on detecting and correcting misspelled words were examined by comparing English as a second language students' performances on detecting and correcting the misspelled word across four conditions: control, red underline, spell-check (drop-down list), and dictionary. Learning transferability and durability were also examined. Results indicated that all spelling aids induced error-detection learning even when the errors were presented in a different context (transferability) or in a delayed posttest (durability). For error-correction learning, results showed that both the spell-checker (drop-down list) and the dictionary helped the students to learn the spelling incidentally. On the delayed posttest, error-correction performance in these two aided conditions was significantly higher than the performance in the control group. In conclusion, effort spent on searching for the correct words relates to better incidental spelling learning. Convenience and effort should be considered as factors influencing incidental spelling learning in the design of computer-based spell checkers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-017-9734-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1501 Subjects: – SubjectFull: Spelling ability Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Learning Type: general – SubjectFull: Spell checkers (Computer programs) Type: general – SubjectFull: English language acquisition Type: general Titles: – TitleFull: Effects of spell checkers on English as a second language students' incidental spelling learning: a cognitive load perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lin, Po-Han – PersonEntity: Name: NameFull: Liu, Tzu-Chien – PersonEntity: Name: NameFull: Paas, Fred IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 30 – Type: issue Value: 7 Titles: – TitleFull: Reading & Writing Type: main |
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