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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
FullText Text:
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  Data: Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2017 33(6):533-548.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Frequency%22">Word Frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink>
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  Data: 10.1080/10573569.2016.1253513
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  Data: 1057-3569
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  Label: Abstract
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  Data: 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.
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  Data: EJ1160865
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        Value: 10.1080/10573569.2016.1253513
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      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Computer Software
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      – SubjectFull: Handwriting
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Elementary School Students
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      – SubjectFull: English Language Learners
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Word Frequency
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      – SubjectFull: Error Patterns
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      – SubjectFull: Accuracy
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      – TitleFull: Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners
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