Research Paper on Effects of translation on transcription ability and transcription mode:

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Title: Effects of translation on transcription ability and transcription mode:

Abstract: This study compared adolescents in grades 4 through 9 with and without persistent special language disorders in written language (SLDs—WL). Evaluation of transcription’s effects on translation processes and results was the goal. The existence of these issues was supposed to decide which of these distinctions applied. In order to operationalize transcription ability, as well as transcription method, the following diagnostic groups were compared while writing autobiographical (personal) narratives by handwriting or by keyboarding. Participants in the study included 19 children with dysgraphia, 20 children with dyslexia (I paired word reading and spelling), and 15 students with appropriate intellectual development. The seven outcomes that were utilized to assess them were total words written, total time spent writing, words written per minute, percentage of misspelled words, the average length of pauses, average number of pauses per minute, and average duration of language bursts. The total number of words written, the amount of time spent writing, the number of words written each minute, and the total number of misspelled words were all considered. Averages have been calculated for the total words written, the total time spent writing, the words written per minute, and the proportion of misspelled words. This study also investigated and contrasted the amount of automation for each transcription technique. This entails reciting the al-Habet or writing it down on a keyboard. The findings of the mixed ANOVA showed that the diagnostic group significantly impacted the proportion of misspelled words, the number of words per minute, and the length of the language burst. Despite the lack of meaningful interactions, it was shown that the automaticity of writing modes, total word count, words per minute, and duration of language bursts had the greatest effects on the various transcribing processes. The dyslexic group produced more misspellings, structured their words more slowly, and used shorter language bursts than the usual group. Whatever the approach, this was precise. In terms of total words written, total time spent writing, total words written per minute, and total pauses per minute, it was found that typing words were more effective than writing them by hand. Even though handwriting had a longer language burst duration than typing, this was the consequence. We look at how these findings could affect widely accepted theoretical writing frameworks and techniques for evaluating diverse instructional practices.

Keywords: Additionally to linguistic challenges like dyslexia and dysgraphia, the transcription and translation processes

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

Writer Experience: 20+ Years

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