The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size

Gholamreza Gholizadeh; Mehrak Rahimi

doi:10.30935/cedtech/12937

Gholamreza Gholizadeh ¹, Mehrak Rahimi ¹ ^*

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep411

https://doi.org/10.30935/cedtech/12937

Submitted: 05 October 2022, Published Online: 05 February 2023

OPEN ACCESS 1150 Views 1191 Downloads

Download Full Text (PDF)

Abstract

Mobile learning has extensively influenced students’ learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students’ every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students’ concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students’ spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners’ AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.

Keywords: AutoCorrect, vocabulary, size, self-regulation, mediating

References

Alharbi, O., & Stuerzlinger, W. (2021). Auto-cucumber: The impact of autocorrection failures on users’ frustration [Paper presentation]. Graphics Interface.
Al-Hawamleh, M. S., Alazemi, A. F., & Al-Jamal, D. A. H. (2022). Digital portfolio and self-regulation in speaking tasks. Asian Pacific Journal of Second and Foreign Language Education, 7, 14. https://doi.org/10.1186/s40862-022-00141-w
Alhusban, A. (2016). The impact of modern technological tools on students writing skills in English as a second language. US-China Education Review, 6(7), 438-443. https://doi.org/10.17265/2161-623X/2016.07.006
An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in Psychology, 11, 558466. https://doi.org/10.3389/fpsyg.2020.558466
Arif, A. S. (2013). Predicting and reducing the impact of errors in character-based text entry [PhD dissertation, York University].
Arif, A. S., Sylla, C., & Mazalek, A. (2016). Learning new words and spelling with autocorrections [Paper presentation]. The 2016 ACM International Conference on Interactive Surfaces and Spaces. https://doi.org/10.1145/2992154.2996790
Baron, D. (2009). A better pencil: Readers, writers, and the digital revolution. Oxford University Press.
Bartolome, A., & Steffens, K. (2011). Technologies for self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments (pp. 21-31). Sense Publishers. https://doi.org/10.1007/978-94-6091-654-0_2
Benson, P. (2011). Teaching and researching autonomy. Pearson Education.
Bronowicki, K. A. (2014). Technology's adverse effects on students' writing: An emphasis on formal writing is needed in an academic curriculum [Education and Human Development Master's Theses]. http://digitalcommons.brockport.edu/ehd_theses/392
Buckwalter, N. D. (2016). Auto-correct is a two-edged … sweater? Toward a more mindful public service. Public Administration Review, 76(3), 512-517. https://doi.org/10.1111/puar.12544
Chang, C. K., & Hsu, C. K. (2011). A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24, 155-180. https://doi.org/10.1080/09588221.2010.536952
Cheraghi, F. (2020). The effects of vocabulary homework exercises on EFL learners’ development of reading comprehension and academic self-regulation [Unpublished master’s thesis]. Shahid Rajaee Teacher Training University.
Clark, L. (2013). Auto-correct generation can’t spell common words such as ‘necessary’ and ‘separate’ mail online. https://www.dailymail.co.uk/news/article-2147843/Autocorrect-generation-spell-common-words-necessaryseparate.html
Cooney, G., & Keogh, K. (2007). Use of mobile phones for language learning and assessment for learning [Paper presentation]. MLearn 2007.
David, D., & Sava, F. A. (2015). Designs for studying mediation. In R. L. Cautin, & S. O. Lilienfeld (Eds.), The encyclopedia of clinical psychology. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118625392.wbecp0516
Finkbeiner, C., Knierim, M., Smasal, M., & Ludwig, P. (2012). Self-regulated cooperative EFL reading tasks: Students’ strategy use and teachers’ support. Language Awareness, 21, 57-83. https://doi.org/10.1080/09658416.2011.639892
Graham, S., Harris, K. R., MacArthur, C., & Santangelo, T. (2018). Self-regulation and writing. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 138-152). Routledge. https://doi.org/10.4324/9781315697048-9
Hao, T., Wang, T., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645-667. https://doi.org/10.1080/19345747.2021.1917028
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis. The Guilford Press.
Hayles, N. K. (2012). How we think: Digital media and contemporary technogenesis. University of Chicago Press. https://doi.org/10.7208/chicago/9780226321370.001.0001
Hicham, B., & Bachir, B. (2020). Using writing assistive technology to improve EFL university students performance. Quarterly of Iranian Distance Education Journal, 2(2), 55-68. https://doi.org/10.30473/idej.2019.6869
Hiscox, L, Leonavičiūtė, E., & Humby, T. (2014). The effects of automatic spelling correction software on understanding and comprehension in compensated dyslexia: Improved recall following dictation. Dyslexia, 20(3), 208-24. https://doi.org/10.1002/dys.1480
Joseph, S., & Uther, M. (2009). Mobile devices for language learning: Multimedia approach. Research and Practice in Technology Enhanced Learning, 4, 7-32. https://doi.org/10.1142/S179320680900060X
Klein, J., Moon, Y., & Picard, R. w. (2002). This computer responds to user frustration: Theory, design, and results. Interacting with Computers, 14, 119-140. https://doi.org/10.1016/S0953-5438(01)00053-4
Lewis, R. (1998). Enhancing the writing skills of students with learning disabilities through technology: An investigation of the effects of text entry tools, editing tools, and speech synthesis. https://files.eric.ed.gov/fulltext/ED432117.pdf
Liang, H. L. (2008). Spellcheckers and correctors: A unified treatment [Unpublished master’s degree]. University of Pretoria.
Lin, P. H., Liu, T. C., & Paas, F. (2017). Effects of spellcheckers on English as a second language students’ incidental spelling learning: A cognitive load perspective. Reading & Writing, 30(7), 1501-1525. https://doi.org/10.1007/s11145-017-9734-4
Lubbe, E., Monteith, J., & Mentz, E. (2006). The relationship between keyboarding skills and
self-regulated learning. South African Journal of Education, 26(2), 281-293. http://doi.org.10.4314/saje.v26i2.25070
Lunsford, A., & Lunsford, K. (2008). Mistakes are a fact of life: A national comparative study. College Composition and Communication, 59(4), 781-806.
Magno, (2010). Assessing academic self-regulated learning among Filipino college students: The factor structure and item fit. The International Journal of Educational and Psychological Assessment, 5, 61-76.
Mooji, T., Steffens, K., & Andrade, M. S. (2014). Self-regulated and technology-enhanced learning: A European perspective. European Educational Research Journal, 13(5), 519-528. http://doi.org/10.2304/eerj.2014.13.5.519
Mudassir, Q., Gul, S., Simming, I. A., & Siming, G. A. (2020). Investigating the use and impact of spellchecker among QUEST undergraduates by using computer-based software word processor. International Journal of Computer Science and Network Security, 20(12), 66-71. https://doi.org/10.22937/IJCSNS.2020.20.12.7
Nation, I. S. P. (2000). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Nation, I. S. P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13. https://doi.org/10.2167/illt039.0
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9-12.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge. https://doi.org/10.4324/9780203870730
Nichols, L. M. (1996). Pencil and paper versus word processing: A Comparative study of creative writing in the elementary school. Journal of Research on Computing in Education, 29, 159-166. https://doi.org/10.1080/08886504.1996.10782192
Olshtain, E. (2016). Practical tasks for mastering the mechanics of writing and going just beyond. In M. Celce-Murcia, D. Brinton, & M. Snow [Eds.], Teaching English as second or foreign language (pp. 208-221). Heinle Cengage Learning.
Palin, K., Feit, A. M., Kim, S., Kristensson, P., O., & Oulasvirta, A. (2019). How do people type on mobile devices? Observations from a study with 37,000 volunteers [Paper presentation]. MobileHCI ‘19. https://doi.org/10.1145/3338286.3340120
Phinney, M., & Khouri, S. (1993). Computers, revision, and ESL writers: The role of experience. Journal of Second Language Writing, 2(3), 257-277. https://doi.org/10.1016/1060-3743(93)90021-T
Ping, A. M., Baranovich, D.-L., Manueli, M. K., & Saedah, S. (2015). Promoting self-regulation in vocabulary learning among Chinese EFL learners: A needs analysis. Asia-Pacific Education Researcher, 24, 137-146. https://doi.org/10.1007/s40299-013-0166-x
Rahimi, M., & Alavi, J. (2017). The role of teaching experience in language teachers’ perceptions of a top-down curriculum change. The Curriculum Journal, 28(4), 479-503. https://doi.org/10.1080/09585176.2017.1344134
Rahimi, M., & Allahyari, A. (2019). Effects of multimedia learning combined with strategy-based instruction on vocabulary learning and strategy use. Sage Open, 9(2). https://doi.org/10.1177/2158244019844081
Rahimi, M., & Miri, S.S. (2014). The impact of mobile dictionary use on language learning. Procedia-Social and Behavioral Sciences, 98, 1469-1474. https://doi.org/10.1016/j.sbspro.2014.03.567
Rahimi, M., & Shahryari, A. (2019). The role of autocorrect software use in learning English as a foreign language. Technology of Education Journal, 13(4), 669-679. https://doi.org/10.22061/jte.2019.4331.2048
Rimbar, H. (2017). The influence of spellcheckers on students’ ability to generate repairs of spelling errors. Journal of Nusantara Studies, 2(1), 1-12. https://doi.org/10.24200/jonus.vol2iss1pp1-12
Russon, A. R., & Wanous, S. J. (1973). Philosophy and psychology of teaching typewriting. Southern-Western.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Shahryari, A. (2019). The role of autocorrect software use in learning English as a foreign language [Unpublished master’s thesis]. Shahid Rajaee Teacher Training University.
Sheehan, C. (2009). Spell-check crutch curtails correctness. CBSNews. CBS Interactive. https://ecommons.cornell.edu/bitstream/handle/1813/30701/nld26.pdf?sequence=1&isAllowed=y
Siriwan, M. (2007). English vocabulary learning strategies employed [Unpublished doctoral dissertation]. Suranaree University of Technology.
Sorrentino, J. (2008). Is spell check creating a generation of dummies? Education.com. https://www.education.com/magazine/article/spell_check
Sperling, R. A., Howard, B. C., & Staley, R. (2004). Metacognition and self-regulated learning constructs. Educational Research & Evaluation, 10(2), 117-139. https://doi.org/10.1076/edre.10.2.117.27905
Squire, K., & Dikkers, S. (2012). Amplifications of learning: Use of mobile media devices among youth. Convergence: The International Journal of Research into New Media Technologies, 18, 445-464. https://doi.org/10.1177/1354856511429646
Steel, C. (2012). Fitting learning into life: Language students’ perspectives on benefits of using mobile apps. In M. Brown, M. Hartnett, & T. Stewart (Eds.), Future challenges, sustainable future (pp. 875-880).
Thiede, K. W., & de Bruin, A. B. H. (2018). Self-regulated learning in reading. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 124-137). Routledge. https://doi.org/10.4324/9781315697048-8
Thompson, D. (2012). Promoting metacognitive skills in intermediate Spanish: Report of a classroom research project. Foreign Language Annals, 45, 447-462. https://doi.org/10.1111/j.1944-9720.2012.01199.x
Tseng, W., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. https://doi.org/10.1111/j.1467-9922.2008.00444.x
Walfish, M., Hachamovitch, D., & Fein, A. (2000). System and method for automatically correcting a misspelled word. https://patents.google.com/patent/US6047300A/en
Warschauer, M. (1998). Computer and language learning: An overview. Language Teaching, 31(2), 57-71. https://doi.org/10.1017/S0261444800012970
Wen, W. T., Jumuat, N. F., Ashari, Z. M., Na, K. S., Abdullah, A. H., Abu Samah, N., & Ali, D. F. (2019). Effectiveness of mobile assisted language learning towards students’ achievement and motivation in learning English prepositions [Paper presentation]. IEEE International Conference on Engineering, Technology and Education. https://doi.org/10.1109/TALE48000.2019.9225865
Wood, N. (2014). Autocorrect awareness: Categorizing autocorrect changes and measuring authorial perceptions [Unpublished master’s thesis]. Florida University.
Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) Handbook of self-regulation (pp. 13-19). Academic Press.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge.
Zimmerman, C. B. (2016). Teaching and learning vocabulary for second language learners. In M. Celce-Murcia, D. M. Brinton, & M. N. Snow (Eds.), Teaching English as a second or foreign language (pp. 288-302). Heinle Cengage Learning.

Citation

Gholizadeh, G., & Rahimi, M. (2023). The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size. Contemporary Educational Technology, 15(2), ep411. https://doi.org/10.30935/cedtech/12937

Gholizadeh, G., and Rahimi, M. (2023). The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size. Contemporary Educational Technology, 15(2), ep411. https://doi.org/10.30935/cedtech/12937

Gholizadeh G, Rahimi M. The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size. CONT ED TECHNOLOGY. 2023;15(2), ep411. https://doi.org/10.30935/cedtech/12937

Gholizadeh, Gholamreza, and Mehrak Rahimi. "The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size". Contemporary Educational Technology 2023 15 no. 2 (2023): ep411. https://doi.org/10.30935/cedtech/12937

Gholizadeh, Gholamreza et al. "The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size". Contemporary Educational Technology, vol. 15, no. 2, 2023, ep411. https://doi.org/10.30935/cedtech/12937

Gholizadeh G, Rahimi M. The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size. CONT ED TECHNOLOGY. 2023;15(2):ep411. https://doi.org/10.30935/cedtech/12937