An Analysis of the Orthographic Errors Found in University Students' Asynchronous Digital Writing

Autor/inn/en	Vázquez-Cano, Esteban; González, Ana Isabel Holgueras; Sáez-López, José Manuel
Titel	An Analysis of the Orthographic Errors Found in University Students' Asynchronous Digital Writing
Quelle	In: Journal of Computing in Higher Education, 31 (2019) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vázquez-Cano, Esteban)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-018-9189-x
Schlagwörter	Spelling; Error Patterns; College Students; Writing (Composition); Computer Mediated Communication; Electronic Mail; Distance Education; Gender Differences; Computer Use; Telecommunications; Handheld Devices; Punctuation; Academic Language; Computational Linguistics; College Faculty; Error Analysis (Language); Language Usage; Asynchronous Communication + Suchen Sie Ihr Suchwort? Schreibweise; Fehlertyp; Collegestudent; Schreibübung; Computerkonferenz; Elektronischer Briefkasten; Distance study; Distance learning; Fernunterricht; Geschlechterkonflikt; Telekommunikationstechnik; Interpunktion; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Linguistics; Computerlinguistik; Fakultät; Error analysis; Fehleranalyse; Sprachgebrauch
Abstract	This article presents an analysis of the orthographic errors found in university students' asynchronous digital writing. A university and a society belonging to the twenty-first century require students and professionals who can use their language correctly in any context, device and mode of communication. The research was based on a sample of 1237 digital interactions in discussion forums and emails between students of the National University of Distance Learning on subjects related to academic work. We applied a descriptive quantitative methodology by means of a statistical and lexicometric analysis of the written texts and multiple regression analysis, related to four independent variables: gender, studies, interlocutor (professor/student), and digital device (fixed, mobiles) and three orthographic sub-levels (punctuation, accentuation and spelling). The results show that there is considerable room for improvement in the orthography of university students' asynchronous digital writing. A total of 71.3% of errors were not conditioned by independent variables but by ignorance of the orthographic rules or incorrect use of the language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01