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Article: Comparison studies of typing and handwriting in Chinese language learning: A synthetic review

TitleComparison studies of typing and handwriting in Chinese language learning: A synthetic review
Authors
KeywordsTyping
Handwriting
Synthesis review
Comparative study
Language learning
Issue Date2021
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedures
Citation
International Journal of Educational Research, 2021, v. 106, p. article no. 101740 How to Cite?
AbstractThe differential effects of typing and handwriting on language performance have attracted much research attention, including literature reviews and meta-analyses in the field of English-language education. However, how these two modes of language production interact with the unique characteristics of Chinese characters and the various dimensions of Chinese language learning and performance remains an open question. The present study therefore presents a synthetic review of empirical studies examining the effects of typing and handwriting on Chinese language performance. The study found that typing has a greater effect on Chinese learners’ phonology recognition and phonology-orthography mapping than handwriting, and this advantage was more salient in Chinese than in English. Unlike in English, where it only benefited orthographic recognition of letters, handwriting had positive effects on Chinese learners’ orthography recognition and orthography-semantic mapping at both the character and lexical levels. Moreover, in contrast with consistent findings concerning the positive effect of typing on English writing performance, the effects of typing on Chinese writing performance were mixed. The findings suggest that the effects of typing and handwriting might manifest differently in the two languages, calling for differential theorization of the cognitive impact of typing on English and Chinese language processing.
Persistent Identifierhttp://hdl.handle.net/10722/305075
ISSN
2023 Impact Factor: 2.6
2023 SCImago Journal Rankings: 1.060
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLyu, B-
dc.contributor.authorLai, C-
dc.contributor.authorLin, CH-
dc.contributor.authorGong, Y-
dc.date.accessioned2021-10-05T02:39:22Z-
dc.date.available2021-10-05T02:39:22Z-
dc.date.issued2021-
dc.identifier.citationInternational Journal of Educational Research, 2021, v. 106, p. article no. 101740-
dc.identifier.issn0883-0355-
dc.identifier.urihttp://hdl.handle.net/10722/305075-
dc.description.abstractThe differential effects of typing and handwriting on language performance have attracted much research attention, including literature reviews and meta-analyses in the field of English-language education. However, how these two modes of language production interact with the unique characteristics of Chinese characters and the various dimensions of Chinese language learning and performance remains an open question. The present study therefore presents a synthetic review of empirical studies examining the effects of typing and handwriting on Chinese language performance. The study found that typing has a greater effect on Chinese learners’ phonology recognition and phonology-orthography mapping than handwriting, and this advantage was more salient in Chinese than in English. Unlike in English, where it only benefited orthographic recognition of letters, handwriting had positive effects on Chinese learners’ orthography recognition and orthography-semantic mapping at both the character and lexical levels. Moreover, in contrast with consistent findings concerning the positive effect of typing on English writing performance, the effects of typing on Chinese writing performance were mixed. The findings suggest that the effects of typing and handwriting might manifest differently in the two languages, calling for differential theorization of the cognitive impact of typing on English and Chinese language processing.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedures-
dc.relation.ispartofInternational Journal of Educational Research-
dc.subjectTyping-
dc.subjectHandwriting-
dc.subjectSynthesis review-
dc.subjectComparative study-
dc.subjectLanguage learning-
dc.titleComparison studies of typing and handwriting in Chinese language learning: A synthetic review-
dc.typeArticle-
dc.identifier.emailLai, C: laichun@hku.hk-
dc.identifier.emailLin, CH: chinhsi@hku.hk-
dc.identifier.authorityLai, C=rp00916-
dc.identifier.authorityLin, CH=rp02286-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ijer.2021.101740-
dc.identifier.scopuseid_2-s2.0-85100405545-
dc.identifier.hkuros326496-
dc.identifier.volume106-
dc.identifier.spagearticle no. 101740-
dc.identifier.epagearticle no. 101740-
dc.identifier.isiWOS:000632429400007-
dc.publisher.placeUnited Kingdom-

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