TY - JOUR
T1 - Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning
T2 - Click-on vs. key-in dictionaries
AU - Liu, Tzu Chien
AU - Fan, Melissa Hui Mei
AU - Paas, Fred
PY - 2014/1/1
Y1 - 2014/1/1
N2 - 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.
AB - 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.
KW - Evaluation of CAL systems
KW - Human-computer interface
KW - Media in education
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U2 - 10.1016/j.compedu.2013.08.001
DO - 10.1016/j.compedu.2013.08.001
M3 - Article
AN - SCOPUS:84883340863
VL - 70
SP - 9
EP - 20
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
ER -