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

Abstract

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 de-scriptive texts collaboratively and receiving in-class training in the identifica-tion and correction of grammatical, lexical, and mechanical errors. Partici-pants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback pro-cessing). 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 regard-ing feedback processing or accuracy of rewritten texts.