The Effect of the Predictive Mode in the Smartphones on the Writing of the English Language Users as a Second language
(Preparatory Schools Teachers in AL Dewaniyah Province as a Sample)
Abstract
This research identifies the effect of the predictive writing mode that some users of the English language as a second language select while writing some English words using their smartphones. The research tries to add some options for smartphones to omit the choice of the predictive writing mode before choosing it if English is used as a second language. If s/he uses English as a second language there would not be any predictive mode. In this case, the user must memorize the whole word without help from new technologies inserted in the smartphones.
To achieve the aim of the study the researcher collected data by one instrument, viz. using two kinds of questionnaires for a random society comprising 50 English Language as a foreign language teachers (EFL) who have been using the predictive mode in their smartphones. For gender equivalence, 25 females and 25 males have been selected with a minimum of 5 years of experience in teaching the English language as a second language at Iraqi preparatory school(s). The selected teachers should write 10 words after listening three times to each word, the second questionnaire is multiple choices of the same group of words with three incorrect spelled choices for each word. All these words are mentioned in book 4, 5 and 6 in the English textbook ENGLISH FOR IRAQ for secondary classes.
The results of this research show that most of the target teachers don’t memorize the end of the words they have listened to by audio records since the predictive writing mode usually offers them the complete spelling while they remember more correct spelling words when giving them multiple choices.
The data collected and analyzed using the spreadsheet and charts since this research is qualitative more than a quantitative one.
Finally, the study comes out with the assumption to omit the predictive writing mode for the users of English as a second language by adding a choice of yes-no selection to one of the following questions:
- Do you use English as a second language?
- Is the English language your mother tongue language?
References
2. Greenwood, V. (2017, Jan 5). Post Magazine. Retrieved from https://www.scmp.com/magazines/post-magazine/long-reads/article/2059254/predictive-text-robbing-us-our-ability-write
3. Hamp-Lyons, L., & B. Heasley. (1987). Study Writing. Cambridge: Cambridge University Press.
4. Hedge T. (2008). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
5. Hyland, K. (2008). Writing Theories and Writing Pedagogies. New York. University of East Anglia Press.
6. International Society for Technology in Education (ISTE). (2007). National Educational Technology Standards- Students(NETS-S). P1-2
7. Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987. Pages 2-5
8. Lekawael, R. F. (2017, 6 1). The Impact of Smartphones and Internet Usage On English Language Learning. University Pattimura, Ambon, Indonesia.
9. Murray, C.D.,& Wynne, J. (2001).Researching community, work, and family with an interpreter, community, Work& Family, 4, 157-171.
10. Nalliveettil, A. (2016, March 4). The University of Aljouf. Kingdom of Saudi Arabia, KSA.
11. Park, M. (2017, April 11). The Daily Universe. Retrieved from Brigham Young University: https://universe.byu.edu/.
12. Society, A. (2010, August). Asia Society.org. Retrieved from https://asiasociety.org/blog/asia/character-amnesia-growing-problem-china-and-japan
13. Vocabulary acquisition using handheld devices. Educational Technology & Society, 16 (1), 402-414.
14. Vota. W. (2011). Tablets are Good, Content is Better, Teachers are the Best Educational ICT Investment. Tablet Computers in Education. Retrieved 2015 from http://edutechdebate.org/tablet-computers-in-education/tablets-are-good-content-is-better-and-teachers-are-the-best-educational-ict-investment/
Copyright (c) 2021 م.م. صباح عبد الحسن صابط
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
