Writing on a Computer and Using Paper and Pencil: Is there any Difference in the Internal Cognitive Processes?

Abstract

The present study attempted to unveil the differences in the cognitive processes employed in writing in a second language while writing on computer, and with paper and pencil. In doing so, eleven upper-intermediate, Persian-speaking English Language learners wrote texts in response to two International English Language Testing System (IELTS) writing tasks on computer and with paper and pencil. The Cognitive Processes Questionnaire (Weir, et al., 2007) and stimulated recall interviews were employed to collect data. The quantitative and qualitative analysis of the collected data indicated that the participants spent less time on prewriting planning, in the computerized condition, but they paused more often during the writing process for online planning. Furthermore, the participants, in both conditions, spent less time for planning when they wanted to write examples pertinent to their own life experience. The participants, in the computerized writing, tended to evaluate and review the text during the process writing, while in the paper and pencil condition, the evaluation was postponed to the end of the writing process. Longer text revision and a higher number of the rearrangements of sentences and ideas were other features of computerized writing. These findings along with those of other studies can deepen our understanding of second language writing cognitive processes which can benefit second language teachers, curriculum developers, and test developers.

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

“…There is also a study that compares writing on a computer and using paper and pencil, focusing on the difference in the internal cognitive processes (Hoomanfard & Meshkat, 2015). However, there is limited studies that compare learner-learner interaction on wiki and face-to-face collaboration in different stages of writing (i.e.…”

Vietnamese Students’ Learning the Semantics of English Prepositions

“…The conclusions showed the trial group performed better than the control group in the posttest. Hoomanfard and Meshkat (2015) conducted a study employing the cognitive process in writing in a second language. A cognitive process questionnaire was administered to the participants.…”

Meta-Analysis of the Effect of Writting Situations With Pen or Key on Reading and Writing Skills

“…In the literature, there are studies that are compatible with the results of the study and that are not. The results of the studies that are mostly encountered and included in the study do not comply with the meta-analysis result and reveal that typing with a keyboard has positive effects compared to writing with a pen (Güneş, 2016;Connelly, Gee, and Walsh, 2007;Beschorner, Hotchinson, 2013;Berninger et al 2009;Backes and Cowan, 2019;Aram and Bar-Am, 2016;Jimenez and Cabrera, 2019;Hoomanfard and Meshkat, 2015;Genlott and Greenlund, 2013;;Yamaç, Öztürk and Mutlu, 2020;Wollscheid, Sjaastad and Tømte, 2016;Velay, Longcamp and Zerbato-Poudou, 2004;Neumann, 2018;Mayer et al 2020;Mangen and Balsvik, 2016;Liu et al 2012;Laurie, Bridglall and Arseneault, 2015). Sze and Southcott (2020) emphasized that writing with a pen at primary school level is more important than typing with a keyboard.…”