Investigating the authenticity of computer- and paper-based ESL writing tests

Zhi, Mingxia; Huang, Becky H.

doi:10.1016/j.asw.2021.100548

Cited by 12 publications

(15 citation statements)

References 13 publications

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“…Although lexical complexity was largely similar in the two modalities, there were some differences in terms of syntactic complexity, with higher indices of coordination observed in paper writing, but higher subordination in digital writing. In sum, these results align with previous research which reported that the nature of writing processes as well as writing quality may vary depending on writing environment (Cheung, 2012;Zhi & Huang, 2021).…”

Section: Discussionsupporting

confidence: 91%

“…For example, Chan et al (2017) reported that the participants felt more comfortable when planning and revising using the computer; at the same time, writers were more careful during linguistic formulation in paper writing, which was attributed to the difficulty to make changes in handwritten texts. Similarly, participants in Zhi and Huang (2021) reported that they perceived their writing processes to be more authentic in computer writing, while the inconvenience of revision in paper writing induced them to modify their natural writing behaviors.…”

Section: Pen-and-paper Versus Computer-based Writingmentioning

confidence: 98%

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The role of cognitive individual differences in digital versus pen-and-paper writing

2022

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It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.

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Section: Discussionsupporting

confidence: 91%

Section: Pen-and-paper Versus Computer-based Writingmentioning

confidence: 98%

The role of cognitive individual differences in digital versus pen-and-paper writing

2022

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“…Russell (1999) revealed that students with low levels of keyboard skills would get lower scores when taking the computer-based test than the paper test and vice versa. Zhi & Huang (2021) found typing accuracy scores significantly predicted the CB essay scores but did not predict the PB essay scores. The qualitative results also indicated that most participants noticed the effect of their computer skills in the CB test.…”

Section: Test Takers' Computer Literacy and Perception Towards The Co...mentioning

confidence: 78%

“…The research on cognitive processes between the two modes after Lee's (2002) study were most carried out quantitatively with the cognitive process questionnaire or a mixed design with cognitive process questionnaire and qualitative retrospective self-report protocols (Chamorro, 2022;Chan et al 2018;Huang & Zhi, 2021;Weir, O'Sullivan, Jin, & Bax, 2007;Zou & Chen, 2016). Weir et al found that test takers took similar cognitive processes when writing under the two modes.…”

Section: The Effect Of Delivery Mode On Test-takers' Cognitive Processesmentioning

confidence: 99%

The Effect of Presentation Mode on Test Takers and Raters

Liu¹

2023

ELT

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Technology development has led to computerization of language assessment. Many studies have centered on the comparability of test takers’ cognitive processes and performance across the computer-based mode and the paper-based mode as well as the equivalence of raters’ rating under the relevant modes. The effect of different modes on test-taking and essay-marking process and performance have been researched for decades. This paper critically reviews the effect of different modes on test takers’ performance and raters’ rating on the English writing part. The review indicates that there is no consensus on scores test takers receive under the two modes, or on the cognitive processes they experience. The computer familiarity contributes to their process and performance. On raters’ rating, research has not reached a consensus either. The paper ends with discussing some issues worth consideration in future research of computerization in language test.

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“…Current developments in educational technology as well as increasing requirements for collaboration in academic contexts across disciplinary areas and education levels are transforming CW tasks into CMCW tasks (Storch, 2022). This increase in the use of CM writing tasks in educational settings, especially at university, can be explained by the authenticity currently attached to Internet-enabled writing by the education community and specifically in L2 classrooms (e.g., Zhi & Huang, 2021). In L2 classrooms, writing on the computer fits the well-supported notion of process-oriented writing (as is often the case in the English as a foreign language [EFL] curriculum in Spain, where our study was conducted) as easier access to text enables writers to proceed towards the final draft (Lee, 2004).…”

Section: Pen-and-paper Versus Computer-mediated Cwmentioning

confidence: 99%

A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing

Cerezo

Nicolás‐Conesa

2022

10.14746/ssllt

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This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.

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Investigating the authenticity of computer- and paper-based ESL writing tests

Cited by 12 publications

References 13 publications

The role of cognitive individual differences in digital versus pen-and-paper writing

The role of cognitive individual differences in digital versus pen-and-paper writing

The Effect of Presentation Mode on Test Takers and Raters

A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing

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