{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-W03DAP47/6280d53d-4055-4955-aaec-8dca340fdb0d/PDF","dcterms:extent":"367 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-W03DAP47/2c6d95ae-da12-4f8c-aa8f-7db501653b0e/TEXT","dcterms:extent":"90 KB"}],"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-W03DAP47","dcterms:issued":"2025","dc:creator":["Lekamge, Rashmika","Smith, Clayton"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:22"},{"@xml:lang":"sl","#text":"str. 69-91"}],"dc:identifier":["DOI:10.4312/elope.22.1.69-91","ISSN:1581-8918","COBISSID_HOST:271147267","URN:URN:NBN:SI:doc-W03DAP47"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Založba Univerze v Ljubljani"},"dc:source":{"@xml:lang":"sl","#text":"ELOPE (Ljubljana)"},"dc:subject":[{"@xml:lang":"en","#text":"automated writing correction"},{"@xml:lang":"en","#text":"ESL development"},{"@xml:lang":"sl","#text":"programska oprema za obdelavo besedil"},{"@xml:lang":"sl","#text":"razvoj ESL"},{"@xml:lang":"sl","#text":"samodejno popravljanje pri pisanju"},{"@xml:lang":"en","#text":"technology dependence"},{"@xml:lang":"sl","#text":"tehnološka odvisnost"},{"@xml:lang":"en","#text":"text-processing software"},{"@xml:lang":"sl","#text":"upad pisne zmožnosti"},{"@xml:lang":"en","#text":"writing proficiency decline"}],"dc:title":{"@xml:lang":"sl","#text":"The impact of auto-correction features in text-processing software on the academic writing of ESL learners|"},"dc:description":[{"@xml:lang":"sl","#text":"The intrusion of technology into language education is undeniable. However, its impact on English as a Second Language (ESL) learners remains unexplored. This study explores how the text-processing and suggestion features of Microsoft Word affect the English language development of ESL learners. The writing samples show that while beginners make fewer spelling and punctuation errors, prolonged reliance on software weakens long-term language proficiency. This finding is supported by cluster analysis of first-year undergraduates, third-year undergraduates, and postgraduates. Conversely, first-year undergraduates learners excel in structuring paragraphs and writing a variety of sentences, which are the areas untouched by automation offered in the tested software. Semi-structured interviews with research-active academics and postgraduate students further validated these findings, highlighting a critical decline in writing confidence due to over-dependence on emerging technology. The study underscores the hidden costs of convenience, urging a recalibration of technology-integrated language pedagogy"},{"@xml:lang":"sl","#text":"Vdor tehnologije v učenje jezikov je nesporen, a je njen vpliv na angleščino kot drugi tuji jezik premalo raziskan. Študija raziskuje, kako funkcije samodejnega popravljanja in predlogov v programu Microsoft Word vplivajo na razvoj znanja angleščine pri študentih in študentkah angleščine kot drugega tujega jezika. Pisni vzorci so pokazali, da začetniki naredijo manj napak pri črkovanju in ločilih, a dolgotrajna odvisnost od programske opreme oslabi dolgoročno jezikovno znanje. To potrjuje analiza prvega letnika, tretjega letnika in podiplomskih študentov in študentk. Prvi letnik se je sicer izkazal pri strukturiranju odstavkov in variiranju povedi, ki ju programska oprema ne avtomatizira. Polstrukturirani intervjuji z raziskovalci in raziskovalkami in podiplomskimi študenti in študentkami so ugotovitve potrdili ter izpostavili občuten upad samozavesti pri pisanju zaradi pretirane odvisnosti od sodobne tehnologije. Raziskava izpostavi skriti davek udobja in nujnost ponovnega uravnoteženja pedagoških pristopov pri vključevanju tehnologije v jezikovni pouk"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-W03DAP47","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-W03DAP47"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-W03DAP47/6280d53d-4055-4955-aaec-8dca340fdb0d/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-W03DAP47/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-W03DAP47"}}}}