The effects of writing mode and computer ability on L2 test-takers' essay characteristics and scores

Abstract

Abstract This exploratory study examined the effects of writing mode (computer vs. paper) and computer ability on the scores and linguistic characteristics of essays written in response to a second-language (L2) writing test. Each of 97 test-takers, with two levels of English language proficiency (ELP; low vs. high) and two levels of keyboarding skills (low vs. high,) responded to two equivalent writing tasks, one on paper and one on the computer. Test-takers' written responses were then marked holistically and analysed in terms of various writing features. The findings indicated that writing mode had significant effects on measures of fluency, lexical complexity, cohesion, and content, but not writing scores. Keyboarding skills had significant, but small, effects on measures of fluency, local cohesion, and writing scores, while ELP had significant, large effects on writing scores and measures of fluency, accuracy, and lexical complexity. Overall, the findings suggest that writing mode and keyboarding skills do not seem to seriously affect performance on computer-based L2 writing tests perhaps because of the growing familiarity and proficiency of the target population with using computers to write in English.