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
N1 - Funding Information:
The authors would like to thank the kind assistance and helpful comments of the editor of Computers & Education and the anonymous reviewers of this paper. We also would like to thank the National Science Council of the Republic of China, Taiwan , for financially supporting this research under Contract No. NSC 100-2628-S-008-001-MY3, NSC 101-2511-S-008-004-MY3, NSC 101-2811-S-008-004, and NSC 102-2811-S-008-014. Furthermore, we would like to thank Oxford University Press for granting permission to use Oxford dictionary content in this study. Finally, we would like to thank the administration, the teachers and the students of National Central University who participated in this study.
Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2014
Y1 - 2014
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 -