The Effect of Computer-and-Writing Instruction on Prospective English Teachers’ Attitudes Toward and Perceived Uses of Computers in Writing Instruction

Abstract

AbstractIn this study the attitudes toward and perceived uses of computers of English education undergraduates were measured after an 11-week course focusing on computers and writing. The group was divided into three groups: (a) those entering with no computer experience, (b) those entering with word processing experience, and (c) those entering with both word processing and programming language experience. It was found that the computer anxiety of the entire group reduced from pre- to post-treatment. Not only did the number of computer uses they listed at the onset increase—from 94 to 143, an increase of 52%—but also the types of uses departed from the early focus on isolated skills (via drill and practice) to the later domination of writing process uses. The changes in concerns of all students went from Awareness and Personal to Consequence, Collaboration, and Refocusing—changes that reflect concerns focusing less on self and more on their prospective students and fellow teachers. In all analyses, the s...