Abstract
In the present study, the effects of a year-long word processing program on holistic writing skills were examined. Learners in the treatment group used a word processor three times per week to complete writing assignments. Students in the control group used conventional pen- and-paper writing techniques to complete their writing assignments. An analysis of writing samples taken upon completion of this study suggested that word processing alone was of little consequence for able learners, hut proportionately most effective for low-achieving students. These effects were found despite logistical problems encountered during the study that probably precluded more dramatic results.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
