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الرئيسية > The Transition from Pens to Ke...>مارك

The Transition from Pens to Keyboards: How May Teachers Generate Reforms towards Learners’ Spelling Mistakes?

المصدر: المجلة الجزائرية للترجمة واللغات
الناشر: جامعة وهران 2 محمد بن أحمد - كلية اللغات الأجنبية
المؤلف الرئيسي: Boukhiar, Bouchra (Author)
المجلد/العدد: مج5, ع1
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2023
الشهر: جوان
الصفحات: 322 - 335
ISSN: 2710-7922
رقم MD: 1402422
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: AraBase
مواضيع:
الكتابة اليدوية | الكتابة الإلكترونية | لوحات المفاتيح | الأخطاء الإملائية | التعليم الذاتي
كلمات المؤلف المفتاحية:
Handwriting | Keyboarding | Teachers’ Autonomy | Spelling Error | Teachers’ Self-Education
رابط المحتوى:
PDF (صورة)     
صورة الغلاف QR قانون
حفظ في:
LEADER 03222nam a22002177a 4500
001 2152276
041 |a eng 
044 |b الجزائر 
100 |a Boukhiar, Bouchra  |e Author  |9 741712 
245 |a The Transition from Pens to Keyboards:  |b How May Teachers Generate Reforms towards Learners’ Spelling Mistakes? 
260 |b جامعة وهران 2 محمد بن أحمد - كلية اللغات الأجنبية  |c 2023  |g جوان 
300 |a 322 - 335 
336 |a بحوث ومقالات  |b Article 
520 |b Under the current abrupt intervention of technology, the transition from handwriting to keyboard texting challenges Orthography in terms of logography and spelling. The sensorimotor skills are majorly impacted by the unbalanced modes of writing. Speaking about learning one skill of a foreign language, which is writing, the impact of social media, particularly texting, deteriorates the quality of that respective acquisition. Accordingly, correlational research was proceeded in the Algerian context, operating on, first, an experimental investigation of causality between texting and learners’ spelling mistakes, followed by teachers’ observation outcomes, where the ultimate aim was to enhance teachers’ observation and critical thinking towards spelling mistakes reasons, in addition to improve their teaching autonomy through their consideration of respective reforms to the alleged matter. The researcher opted for a 30 pupils’ sample, at third-year middle school level, where she led an experiment, embedding 60 words and non-words constituted from one to four syllables in a text. This research is constituted of six test stages upon both modes: typing and writing, where the unit of measurement was the calculation of mistakes rate for each mode, followed by teachers’ observation for each stage. The first experiment showed that pupils commit fewer spelling and logographic mistakes as hand writers on a repetitive process, accompanied with the same result concerning the transition from handwriting to keyboard typing, compared to the reversed transition. This highlights that, unlike the typing mode, handwriting motivates visual, haptic, and fine motor skills, which stimulates the sensory memory, through practicing writing, to assimilate and conceptualize the logographic aspect of a word, which leads to its correct spelling. The second stage outcomes, demonstrated that teachers could identify the difference between both modes and suggested reforms respectively, which emphasize on teacher capacity to lead a self-oriented training based on reflection on action. 
653 |a الكتابة اليدوية  |a الكتابة الإلكترونية  |a لوحات المفاتيح  |a الأخطاء الإملائية  |a التعليم الذاتي 
692 |b Handwriting  |b Keyboarding  |b Teachers’ Autonomy  |b Spelling Error  |b Teachers’ Self-Education 
773 |4 اللغة واللغويات  |6 Language & Linguistics  |c 025  |e Algerian Translation and Languages Journal  |f Altralang journal  |l 001  |m مج5, ع1  |o 2458  |s المجلة الجزائرية للترجمة واللغات  |v 005  |x 2710-7922 
856 |u 2458-005-001-025.pdf 
930 |d y  |p y  |q n 
995 |a AraBase 
999 |c 1402422  |d 1402422 

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