A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom

• Published in: System (Linköping) Vol. 24; no. 4; pp. 491 - 501
• Main Authors: Sullivan, Nancy, Pratt, Ellen
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.12.1996
• Subjects: Academic Achievement; Anxiety; Classroom Environment; College Students; Comparative Analysis; Computer Assisted Instruction; Computer Networks; Discourse Analysis; English (Second Language); English as a Second Language; Group Discussion; Language Teaching Methods; Peer Groups; Second Language Instruction; Spanish Speaking; Student Attitudes; Teacher Role; Writing; Writing Instruction
• ISSN: 0346-251X
• DOI: 10.1016/S0346-251X(96)00044-9

Networked computer technology has become prevalent in higher education but little research has been conducted to attest to its benefits for the ESL student writer. This study compared students in two ESL writing environments; a networked computer-assisted classroom and a traditional oral classroom. Three measures were used to examine attitudes towards writing with computers, writing apprehension, and writing quality. In addition, data from transcripts (computer-assisted class) and audio/videotapes (oral class) of large group discussions and peer response groups were evaluated for qualitative differences. The results of the quantitative analyses showed that writing environment had no effect on attitudes toward writing with computers or writing apprehension. However, significant at the 0.08 probability level, writing quality did improve in the computer-assisted classroom. A qualitative analysis of the data indicated that types/patterns of discourse in the two writing environments were clearly different. During large group discussions, the teacher's role was minimized in the computer-assisted classroom, while the opposite was found in the oral classroom. During peer response group sessions, the comments made in the computer-assisted classroom were more focused although in the oral classroom, the comments were more numerous. Our findings support previous research showing positive effects for the use of networked computers in writing classrooms.