Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6792
Title: Motivational and Emotional Effects of Phonetic Orthography Instruction Approaches With Delayed Correction
Authors: Erdmann, Julia
Rummel, Nikol
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Erdmann, J. & Rummel, N. (2020). Motivational and Emotional Effects of Phonetic Orthography Instruction Approaches With Delayed Correction. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 843-844). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: In widespread German orthography instruction approaches, children’s misspellings are not corrected for a prolonged time-period in the initial learning phase. Advocates argue that these approaches lead to high student motivation. We hypothesize that when regular correction of misspellings sets in eventually, motivation will reverse and further, frustration will evolve. The results of our experimental study indicate that the timing of correction does have the hypothesized effect on student’s intrinsic motivation and frustration.
URI: https://doi.dx.org/10.22318/icls2020.843
https://repository.isls.org//handle/1/6792
Appears in Collections:ICLS 2020

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