Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners
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| Title: | Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners |
|---|---|
| Language: | English |
| Authors: | Arcon, Nina, Klein, Perry D., Dombroski, Jill D. |
| Source: | Reading & Writing Quarterly. 2017 33(6):533-548. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Verbal Communication, Assistive Technology, Computer Software, Handwriting, Writing (Composition), Elementary School Students, English Language Learners, Difficulty Level, Comparative Analysis, Outcomes of Education, Statistical Analysis, Writing Improvement, Word Frequency, Error Patterns, Language Fluency, Auditory Perception, Word Recognition, Likert Scales, Accuracy |
| DOI: | 10.1080/10573569.2016.1253513 |
| ISSN: | 1057-3569 |
| Abstract: | Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects experimental design, 21 ELLs completed persuasive texts in 3 modalities: handwriting, dictation to a scribe (DS), and dictation to STT. Repeated measures analyses of variance showed that DS, compared to handwriting, resulted in significantly higher text quality, word count, and fluency and a lower error rate and required effort. STT, compared to handwriting, resulted in significantly higher holistic text quality and a lower error rate and effort. We examined student and text characteristics associated with text quality in each modality. Both modalities present young ELLs with options for written composition. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2017 |
| Accession Number: | EJ1160865 |
| Database: | ERIC |
| Abstract: | Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects experimental design, 21 ELLs completed persuasive texts in 3 modalities: handwriting, dictation to a scribe (DS), and dictation to STT. Repeated measures analyses of variance showed that DS, compared to handwriting, resulted in significantly higher text quality, word count, and fluency and a lower error rate and required effort. STT, compared to handwriting, resulted in significantly higher holistic text quality and a lower error rate and effort. We examined student and text characteristics associated with text quality in each modality. Both modalities present young ELLs with options for written composition. |
|---|---|
| ISSN: | 1057-3569 |
| DOI: | 10.1080/10573569.2016.1253513 |
