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

• Published in: Studies in second language learning and teaching 2022-12, Vol.12 (4), p.623-650
• Main Authors: González-Cruz, Belén, Cerezo, Lourdes, Nicolás-Conesa, Florentina
• Format: Article
• Language: English
• Subjects: Accuracy; Analysis; Authentic Learning; Classrooms; Collaboration; Collaborative Writing; Communication (Thought Transfer); Comparative Analysis; Computer assisted language learning; computer-mediated collaborative writing; Educational technology; English (Second Language); English as a second language; English as a second language instruction; English proficiency; Error Analysis (Language); Error Correction; Feedback; Feedback (Response); feedback processing; Foreign Countries; Foreign language learning; Foreign languages learning; Grammar; Internet; l2 accuracy; Language; Language and Literature Studies; Language Tests; Learning outcomes; Linguistics; Pedagogy; pen-and-paper writing; Printed Materials; Scores; Second Language Instruction; Second Language Learning; Second language writing; Secondary education; Secondary School Students; Student Participation; Student writing; University students; Word Processing; Writing Evaluation; Writing Instruction; written corrective feedback
• ISSN: 2083-5205; 2084-1965
• DOI: 10.14746/ssllt.2022.12.4.5

This study compared the effects of computer-mediated (CM) versus pen-and-paper (PP) 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.