Student Writers and Word Processing: A Preliminary Evaluation

Harris, Jeanette

doi:10.2307/357976

Cited by 48 publications

(22 citation statements)

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“…At this point, the conclusions drawn by certain authors, many of whom had not analysed the quality of the corrected text (Bickel, 1985;Castner, 1983;Lindemann & Willert, 1985;Loheyde, 1984;McKenzie, 1984;Papert, 1980;Watt, 1983) appear overly enthusiastic. The caution of other authors, warned by their results, is quite understandable (Bridwell, Nancarrow & Ross, 1984;Case, 1985;Collier, 1983;Harris, 1985;Morocco & Neuman, 1986;Pearson & Wilkinson, 1986;Sommers, 1985).…”

Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

“…The following authors responded affirmatively: Bean, 1983;Bickel, 1985;Bridwell & Duin, 1985;Bridwell, Sirc & Brooke, 1985;Castner, 1983;Daiute, 1982Daiute, , 1983Hunter, 1983;Kleiman & Humphrey, 1982;Lindemann & Willert, 1985;McKenzie, 1984;Monahan, 1982;Newman, 1984;Nold, 1981;Pearson & Wilkinson, 1986;Rodrigues, 1985;Schwartz, 1982;Suhol, 1985. The following authors responded negatively: Card, Robert & Keenan, 1985;258 LANGUAGE AND EDUCATION Carlson, 1983;Collier, 1983;Daiute, 1986;Gould, 1981;Harris, 1985;Hult, 1985;Morocco & Neuman, 1986;Womble, 1984. Based on this distribution of authors, the following conclusion can be drawn: when using a word processor, writers revise more, but not necessarily at thè deeper' levels of their texts.…”

Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

“…The following authors responded affirmatively: (Barber, 1984;Bean, 1983;Bickel, 1985;Bradley, 1982;Bridwell, Nancarrow & Ross, 1984;Bridwell & Duin, 1985;Bridwell, Sirc & Brooke, 1985;Card, Robert & Keenan, 1985;Castner, 1983;Collier, 1983;Daiute, 1982Daiute, , 1983Daiute, , 1984Kleiman & Humphrey, 1982;Hennings, 1981;Lindemann & Willert, 1985;McKenzie, 1984;Monahan, 1982;Moran, 1983;Newman, 1984;Piper, 1983;Schwartz, 1982;Schwartz, 1984;Shostak, 1982;Whitney, 1983). Only Harris (1985) Question 2 (kinds of corrections). The following authors responded affirmatively: Bean, 1983;Bickel, 1985;Bridwell & Duin, 1985;Bridwell, Sirc & Brooke, 1985;Castner, 1983;Daiute, 1982Daiute, , 1983Hunter, 1983;Kleiman & Humphrey, 1982;Lindemann & Willert, 1985;McKenzie, 1984;Monahan, 1982;Newman, 1984;Nold, 1981;Pearson & Wilkinson, 1986;Rodrigues, 1985;Schwartz, 1982;…”

Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

“…However, the ergonomical analysis of how the technical characteristics of the device interact with the execution modes of the revising activity must at least approach problems related to the size of the screen (Harris, 1985;Ross & Bridwell, 1984), reading on the screen (Gould & Grischkowsy, 1984;Haas & Hayes, 1986), information input devices (Haller, Mustchler & Voss, 1985), types of software (Bradley, 1982), and accessibility of editing functions (Card, Moran & Newell, 1983;Card, Robert & Keenan, 1985;Pavard, 1985;Pynte, 1988).…”

Section: Principal Experimental Factorsmentioning

confidence: 99%

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Effects of word processing on text revision

Piolat

1991

Language and Education

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Revising is an evaluating and editing process that is an essential part of text production. Is text revising facilitated by the use of word processors? After examining the related research, it is difficult to conclude with certainty that the use of word processors is always effective in improving writers' revising skills, or that their use necessarily leads to the production of higher quality texts. Their effectiveness depends on a large number of parameters (computer equipment, writing skills, task execution conditions) which psychologists are now starting to measure.

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Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

Section: Principal Experimental Factorsmentioning

confidence: 99%

See 2 more Smart Citations

Effects of word processing on text revision

Piolat

1991

Language and Education

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“…Clarke, 1918) and mono-modal word-processing software (e.g. Harris, 1985) to multi-functional, interactive digital tools (e.g. Miyazoe & Anderson, 2010), contemporary technologies in language education are conceived more broadly than just computers to encompass specific authoring ware and commercial software tools, multimedia resources such as graphics, video and audio, web-mediated communication platforms as exemplified by blogs and wikis, as well as mobile devices including smart phones and tablet computers.…”

Section: Introductionmentioning

confidence: 99%

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

Chau

Lee²

2014

CJLT / RCAT

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The range and number of technologies currently available have yielded both opportunities and challenges for language educators. This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential relevance to EAP pedagogy, curricula, assessment and instruction. The results of this study show TeLL research with rising interest in vocabulary, grammar and writing, but less so in speaking, listening, and reading. The results also reveal a shift from a tool-centric view of technology use to one that emphasises the technology-pedagogy-human alliance in the last decade, noting three emerging trends in recent TeLL studies, namely, those that are multi-purpose, multi-genre, and multi-role/skill in design and evaluation. The lack of a holistic approach to TeLL for EAP courses to date, however, has made it necessary and desirable to develop a framework for EAP-specific TeLL, to identify a principle for a generic TeLL programme, and to propound ways of operationalizing such a framework.Key words: technology-enhanced language learning; English for Academic Purposes; sociocultural learning, cognitive linguistics RésuméLa variété et la profusion de technologies actuellement disponibles ont engendré des possibilités nouvelles et des défis pour les enseignants en langue. Cette étude passe en revue la recherche récente consacrée à l'apprentissage des langues assisté par la technologie (TeLL) et examine sa pertinence éventuelle pour la pédagogie, les programmes, l'évaluation et l'enseignement de l'anglais à des fins universitaires. Les résultats de cette étude révèlent un intérêt croissant de la recherche sur l'apprentissage des langues assisté par la technologie pour le vocabulaire, la CJLT/RCAT Vol. 40 (1) Technology--enhanced language learning (TeLL) 2 grammaire et l'écriture, mais un intérêt moindre pour la langue parlée, la langue écoutée et pour la lecture. Les résultats révèlent aussi que, dans la dernière décennie, on est passé d'une utilisation des technologies centrée sur les outils à une utilisation privilégiant l'alliance technologie-pédagogie-humain. Trois tendances émergent dans les études récentes, à savoir celles qui sont multiusages, multigenres, et multirôles/habilités dans la conception et l'évaluation. L'absence actuelle d'une approche holistique de l'apprentissage des langues assisté par la technologie pour les cours d'anglais à des fins universitaires a cependant rendu nécessaires et souhaitables l'élaboration d'un cadre TeLL propre à l'anglais à des fins universitaires, l'identification du fondement pour un programme générique TeLL, ainsi que la proposition des moyens pour opérationnaliser un tel cadre.

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Knowledge and Knowing in Revision Studies

Fitzgerald

1992

Towards Knowledge in Writing

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Student Writers and Word Processing: A Preliminary Evaluation

Cited by 48 publications

References 1 publication

Effects of word processing on text revision

Effects of word processing on text revision

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

Knowledge and Knowing in Revision Studies

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