Browsing by Author "Al Amin, Md. Alief"

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An Exploratory Investigation of Bangladeshi Students' Perceptions Regarding Autocorrection in Academic Writing Proficiency
(Daffodil International University, 2024-05-30) Al Amin, Md. Alief
This study aims to explore Bangladeshi students' perceptions of autocorrection (AC) tools and their impact on academic writing proficiency. Conducted using a quantitative research method, the study involved an online survey distributed via Google Forms to 99 students from various universities across Bangladesh, predominantly targeting undergraduate students, with a minority of graduate participants. The survey comprised questions assessing students' views on the importance of spelling skills, their awareness and use of AC features, and the perceived educational value of AC tools. The main findings indicate that while AC tools provide immediate benefits by reducing spelling errors and enhancing writing efficiency, they also pose significant long-term risks. Students reported a high dependency on AC, which led to decreased attention to spelling accuracy and reduced confidence in their spelling abilities when AC was disabled. Moreover, the reliance on AC tools appears to negatively affect their overall writing skills, suggesting that these tools, while helpful in the short term, may hinder the development of essential spelling and writing competencies over time.
An Exploratory Investigation of Bangladeshi Students’ Perceptions regarding Autocorrection in Academic Writing Proficiency
(Daffodil International University, 2024-05-15) Al Amin, Md. Alief
This study aims to explore Bangladeshi students' perceptions of autocorrection (AC) tools and their impact on academic writing proficiency. Conducted using a quantitative research method, the study involved an online survey distributed via Google Forms to 99 students from various universities across Bangladesh, predominantly targeting undergraduate students, with a minority of graduate participants. The survey comprised questions assessing students' views on the importance of spelling skills, their awareness and use of AC features, and the perceived educational value of AC tools. The main findings indicate that while AC tools provide immediate benefits by reducing spelling errors and enhancing writing efficiency, they also pose significant long-term risks. Students reported a high dependency on AC, which led to decreased attention to spelling accuracy and reduced confidence in their spelling abilities when AC was disabled. Moreover, the reliance on AC tools appears to negatively affect their overall writing skills, suggesting that these tools, while helpful in the short term, may hinder the development of essential spelling and writing competencies over time.