Elementary Students Use Voice-to-Text to Write
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Using qualitative methods and a multiple-case study design, this study explored how four students in elementary school, with poor writing skills, poor handwriting skills, or a reluctant writer, responded to using voice-to-text (e.g., Google Voice Typing) to compose. Data were derived from semi-structured interviews, observations, documents, and audiovisuals. The study concluded that participants liked using Google Voice Typing to compose because it allowed them to think and say words quicker than handwriting words; helped with not forgetting what to say; made writing easier; and produced better compositions. Reasons participants gave for not liking Google Voice Typing to compose included: difficulty with editing, having to dictate the punctuation while composing, and when Google Voice Typing misrecognized their dictations. Compared to handwritten compositions, Google Voice Typing produced compositions with more words and more words per minute on rough drafts, more words and paragraphs in final drafts, a variety of sentences, fewer errors in conventions, and neater publications. Google Voice Typing eliminated the need to rewrite a final draft. Using a narrative guide impacted the time spent planning. Prewriting and editing were easier when handwriting; and drafting, revising, and publishing were easier with Google Voice Typing. Recommendations are made for giving children the optimal mix of writing conditions based on each phase of the writing process, how to use Google Voice Typing with the 6+1 Traits of Writing, and how to train children to use Google Voice Typing.
- OU - Dissertations