An Investigation of the Cover, Copy, and Compare Method for EFL Spelling

Abstract

This research study examines the effects of the cover, copy, and compare (CCC) spelling study method on Taiwanese junior high students enrolled in an upperbeginner level English as a Foreign Language course. Data were collected on the change in scores between four tests. Test results show a slight difference between a control group and experimental group in gains of correctly spelled words between the pretest and the posttest. However in two delayed posttests, the experimental group retained their gains slightly better than the control group. The results suggest that CCC may help English learners retain studied spelling words, but further research is required to confirm its effectiveness.