摘要： Recent research has shown that students involved in computer-based second language learning prefer to use a digital dictionary in which a word can be looked up by clicking on it with a mouse (i.e., click-on dictionary) to a digital dictionary in which a word can be looked up by typing it on a keyboard (i.e., key-in dictionary). This study investigated whether digital dictionary format also differentially affects students' incidental acquisition of spelling knowledge and cognitive load during second language learning. A comparison between a click-on dictionary condition, a key-in dictionary condition, and a non-dictionary control condition for 45 Taiwanese students learning English as a foreign language revealed that learners who used a key-in dictionary invested more time investment on dictionary consultation than learners who used a click-on dictionary. However, on a subsequent unexpected spelling test the key-in group invested less time investment and performed better than the click-on group. The theoretical and practical implications of the results are discussed. •Effects of digital dictionaries on incidental spelling learning were investigated.•A key-in dictionary was compared to a click-on dictionary.•Dictionary consultation in the key-in condition imposed a higher cognitive load.•The key-in condition performed better on the spelling test.•The key-in condition experienced less cognitive load on the spelling test. 出版者： Elsevier Ltd 出版日期： 2014-01 出處： Computers & Education, 2014-01, Vol.70, p.9-20 資源來源： Elsevier ScienceDirect Journals Complete 版權： 2013 Elsevier Ltd 識別號： ISSN: 0360-1315 識別號： EISSN: 1873-782X 識別號： DOI: 10.1016/j.compedu.2013.08.001
