To Type or To Write: The Effect of Writing Modes and Time Constraints on Students’ Writing Quality
Abstract
Background: The incorporation of technology into English writing class has prompted the use of computer typing as an alternative writing mode to handwriting. However, previous studies investigating the effect of writing modes on writing quality have delivered conflicting results.
Purpose: Considering the increasing prevalence of computers in English writing classes and the time limitation commonly employed by teachers in writing courses, the present study attempts to identify the interaction effect of writing modes and time constraints on EFL students’ writing quality.
Method: This study adopted a counterbalanced quantitative design; data were collected from 30 EFL undergraduate students majoring in English Education, using an adapted version of Jacobs’ ESL Composition Profile. All participants were subjected to four writing conditions, based on the combination of typing using a computer or writing by hand and a 30-minute or 60-minute time allotment.
Results: The findings of the present study suggest that there is no interaction effect between writing modes and time constraints on writing quality F(1, 116) = .086, p = .770, and despite the higher scores obtained by the essays typed with computer, writing modes have no significant effect on writing quality F(1, 116) = .820, p = .367. The results also suggest that time constraints significantly affect writing quality F(1, 116) = 14.308, p = <.001.
Conclusion: Due to the absence of writing modes effect on writing quality, English teachers are recommended to permit both writing modes in writing essays and to provide more time for students to write, especially in a creative writing environment as opposed to an examination environment.
Downloads
References
Aberšek, M. K., Aberšek, B., & Flogie, A. (2018). Writing versus typing during science teaching: case study in Slovenia. Journal of Baltic Science Education, 17, 84–96. http://oaji.net/articles/2017/987-1519060073.pdf
Altakhaineh, A. R. M., & Al-Jallad, M. Z. (2018). The use of twitter and facebook in teaching mechanics of writing to Arabic-speaking EFL learners. International Journal of Emerging Technologies in Learning, 13(9), 4–14. https://doi.org/10.3991/ijet.v13i09.8457
Altunkaya, H., & Topuzkanamış, E. (2018). The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception. Universal Journal of Educational Research, 6(10), 2133–2142. https://doi.org/10.13189/ujer.2018.061010
Amiryousefi, M. (2017). The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning, 30(8), 766–786. https://doi.org/10.1080/09588221.2017.1360361
Aragón-Mendizábal, E., Delgado-Casas, C., Navarro-Guzmán, J. I., Menacho-Jiménez, I., & Romero-Oliva, M. F. (2016). A Comparative Study of Handwriting and Computer Typing in Note-taking by University Students / Análisis comparativo entre escritura manual y electrónica en la toma de apuntes de estudiantes universitarios. Comunicar, 24(48), 101–107. https://doi.org/10.3916/C48-2016-10
Arslan, R. Ş., & Şahin-Kizil, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197. https://doi.org/10.1080/09588221.2010.486575
Bangert-Drowns, R. L. (1993). The Word Processor as an Instructional Tool: A Meta-Analysis of Word Processing in Writing Instruction. Review of Educational Research, 63(1), 69–93. https://doi.org/10.3102/00346543063001069
Barkaoui, K., & Knouzi, I. (2018). The effects of writing mode and computer ability on L2 test-takers ’ essay characteristics and scores. Assessing Writing, September 2017, 0–1. https://doi.org/10.1016/j.asw.2018.02.005
Boardman, C. A., & Frydenberg, J. (2008). Writing to communicate 2: Paragraphs and essays. (Third Edit). Pearson Longman. https://doi.org/10.1097/00005721-199203000-00001
Brown, H. D. (2001). Teaching by Principles (2nd ed.). Longman.
Caudery, T. (1990). The validity of timed essay tests in the assessment of writing skills. ELT Journal, 44(2), 122–131. https://doi.org/10.1093/elt/44.2.122
Chen, J., White, S., McCloskey, M., Soroui, J., & Chun, Y. (2011). Effects of computer versus paper administration of an adult functional writing assessment. Assessing Writing, 16(1), 49–71. https://doi.org/10.1016/j.asw.2010.11.001
Daly, J. A. (1978). Writing Apprehension and Writing Competency. The Journal of Educational Research, 72(1), 10–14. https://doi.org/10.1080/00220671.1978.10885110
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills. View Publication Stats Electronic Journal for the Integration of Technology in Education, 6, 140–160. http://www.writingcommission.org/
Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. https://doi.org/10.1080/09588220701865474
Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics (Fourth Edi). Sage.
Ghanbari, N., Karampourchangi, A., & Shamsaddini, M. R. (2015). An Exploration of the Effect of Time Pressure and Peer Feedback on the Iranian EFL Students’ Writing Performance. Theory and Practice in Language Studies, 5(11), 2251. https://doi.org/10.17507/tpls.0511.08
Graham, S., & Perin, D. (2007). Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. In A report to Carnegie corporation of New York, New York: Alliance for Excellent Education.
Ibrahim, S., Sharina, S., Md Tahir, N., & Primsuwan, P. (2018). Promoting Learners’ Autonomy by Using Facebook to Enhance Students’ Writing Skill. Journal of Creative Practices in Language Learning and Teaching, 6(August), 56–68.
Ivanova, M., Arupova, N., & Mekeko, N. (2022). Digital Support for Teaching Punctuation in Academic Writing in English. Journal of Language and Education, 8(3), 81–96. https://doi.org/10.17323/jle.2022.13608
Kaur, D. J., Saraswat, N., & Alvi, I. (2023). Technology-Enabled Language Leaning: Mediating Role of Collaborative Learning. Journal of Language and Education, 9(1), 89–101. https://doi.org/10.17323/JLE.2023.12359
Kenworthy, R. (2006). Timed Versus At-Home Assessment Tests: Does Time Affect the Quality of Second Language Learners’ Written Compositions? Tesl-Ej, 10(1), 1–10. http://www-writing.berkeley.edu/TESL-EJ/ej37/a2.pdf
Kimmons, R., Darragh, J. J., Haruch, A., & Clark, B. (2017). Essay Composition across Media: A Quantitative Comparison of 8th Grade Student Essays Composed with Paper vs. Chromebooks. Computers and Composition, 44, 13–26. https://doi.org/10.1016/j.compcom.2017.03.001
Knoch, U., & Elder, C. (2010). Validity and fairness implications of varying time conditions on a diagnostic test of academic English writing proficiency. System, 38(1), 63–74. https://doi.org/10.1016/j.system.2009.12.006
Lee, H. K. (2004). A comparative study of ESL writers’ performance in a paper-based and a computer-delivered writing test. Assessing Writing, 9(1), 4–26. https://doi.org/10.1016/j.asw.2004.01.001
Lovett, B. J., Lewandowski, L. J., Berger, C., & Gathje, R. A. (2010). Effects of response mode and time allotment on college students’ writing. Journal of College Reading and Learning, 40(2), 64–79. https://doi.org/10.1080/10790195.2010.10850331
Lund, R. E. (2016). Handwriting as a tool for learning in ELT. ELT Journal, 70(1), 48–56. https://doi.org/10.1093/elt/ccv048
MacArthur, C. A. (1988). The Impact of Computerson the Writing Process. Exceptional Children, 54(6), 536–542. https://doi.org/10.2307/2552790
Maghsoudi, N., Golshan, M., & Naeimi, A. (2022). Integrating Digital Multimodal Composition into EFL Writing Instruction. Journal of Language and Education, 8(1), 84–99. https://doi.org/10.17323/jle.2022.12021
Mangen, A., Andal, L. G., Oxborough, G. H., & Bronnick, K. (2015). Handwriting versus keyboard writing: Effect on word recall. Journal of Writing Research, 7(2), 227–247. https://doi.org/10.17239/jowr-2015.07.02.1
Meishar-Tal, H., & Shonfeld, M. (2018). Students’ writing and reading preferences in a paperless classroom. Interactive Learning Environments, 27(7), 908–918. https://doi.org/10.1080/10494820.2018.1504306
Michael Reed, W. (1996). Assessing the Impact of Computer-Based Writing Instruction. Journal of Research on Computing in Education, 28(4), 418–437. https://doi.org/10.1080/08886504.1996.10782176
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
Na, S., & Yoon, H. (2016). Effects of In-class and Out-of-class Writing Assignments on L2 Writing Strategy Use and Writing Quality. The Asia-Pacific Education Researcher, 25(2), 195–205. https://doi.org/10.1007/s40299-015-0250-5
Powers, D. E., & Fowles, M. E. (1996). Effects of applying different time limits to a proposed GRE writing test. Journal of Educational Measurement, 33(4), 433–452. https://doi.org/10.1111/j.1745-3984.1996.tb00500.x
Siddiqui, A. T., & Muntjir, M. (2017). An Approach to Smart Study using Pen and Paper Learning. International Journal of Emerging Technologies in Learning (IJET), 12(05), 117. https://doi.org/10.3991/ijet.v12i05.6798
Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Science, 29(4), 491–501. https://doi.org/10.1016/S0346-251X(96)00044-9
Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics / Barbara G. Tabachnick, Linda S. Fidell. (Sixth Edit). Pearson.
Ulusoy, M. (2006). The role of computers in writing process. The Turkish Online Journal of Educational Technology, 5(4), 58–66. https://doi.org/10.1016/S0924-9338(97)80221-0
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers and Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
Winke, P., & Lim, H. (2015). ESL essay raters’ cognitive processes in applying the Jacobs et al. rubric: An eye-movement study. Assessing Writing, 25, 37–53. https://doi.org/10.1016/j.asw.2015.05.002
Wrigley, S. (2017). Avoiding ‘de-plagiarism’: Exploring the affordances of handwriting in the essay-writing process. Active Learning in Higher Education, 1(13), 146978741773561. https://doi.org/10.1177/1469787417735611
Zare, M., Mohazabieh, S., & Kamali, Z. (2016). The Effects of Time Constraints on the Unity and Coherence of IELTS Candidates ’ Writing Skills. ELT Voices- International Journal for Teachers of English, 31(6), 24–31.
Zhu, Y., Mark Shum, S.-K., Brian Tse, S.-K., & Liu, J. J. (2016). Word-processor or pencil-and-paper? A comparison of students’ writing in Chinese as a foreign language. Computer Assisted Language Learning, 29(3), 596–617. https://doi.org/10.1080/09588221.2014.1000932
Copyright (c) 2024 National Research University Higher School of Economics
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the Copyright Notice.
