کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6835331 | 618184 | 2014 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning: Click-on vs. key-in dictionaries
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning: Click-on vs. key-in dictionaries Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning: Click-on vs. key-in dictionaries](/preview/png/6835331.png)
چکیده انگلیسی
Recent research has shown that students involved in computer-based second language learning prefer to use a digital dictionary in which a word can be looked up by clicking on it with a mouse (i.e., click-on dictionary) to a digital dictionary in which a word can be looked up by typing it on a keyboard (i.e., key-in dictionary). This study investigated whether digital dictionary format also differentially affects students' incidental acquisition of spelling knowledge and cognitive load during second language learning. A comparison between a click-on dictionary condition, a key-in dictionary condition, and a non-dictionary control condition for 45 Taiwanese students learning English as a foreign language revealed that learners who used a key-in dictionary invested more time investment on dictionary consultation than learners who used a click-on dictionary. However, on a subsequent unexpected spelling test the key-in group invested less time investment and performed better than the click-on group. The theoretical and practical implications of the results are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 70, January 2014, Pages 9-20
Journal: Computers & Education - Volume 70, January 2014, Pages 9-20
نویسندگان
Tzu-Chien Liu, Melissa Hui-Mei Fan, Fred Paas,