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Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning: Click-on vs. key-in dictionaries
ARTICLE

, , Graduate Institute of Learning & Instruction, Taiwan ; , Institute of Psychology, Netherlands

Computers & Education Volume 70, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

Liu, T.C., Fan, M.H.M. & Paas, F. (2014). Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning: Click-on vs. key-in dictionaries. Computers & Education, 70(1), 9-20. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.08.001

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