Volume 7, 2007, Paper 6
Paper 6: Does the computer make a difference? The
reaction of candidates to a computer-based versus a traditional
hand-written form of the IELTS Writing component: effects and
impact
Authors
Cyril Weir
University of Bedfordshire, UK
Barry O’Sullivan
Roehampton University, UK
Jin Yan
Jiao Tong University, China
Stephen Bax
Canterbury Christ Church University, UK
This study investigates whether there are meaningful differences
in candidates’ internal cognitive processing and their test scores
where an English for Academic Purposes (EAP) writing test is
presented in two modes – pencil-and-paper and computer.
ABSTRACT
This study investigates whether there are meaningful differences
in candidates’ internal cognitive processing and their test scores
where an English for Academic Purposes (EAP) writing test is
presented in two modes – pencil-and-paper and computer. Analysis of
the test data of 262 candidates provides strong evidence to support
the claim that there were no significant differences between the
scores awarded by two independent examiners for candidates’
performances on the tests taken under two conditions. Analysis of
the computer familiarity and anxiety questionnaire data shows that
these students in general are familiar with computer usage and
their overall reactions towards working with a computer are
positive. Candidates’ reactions to the computer were also examined
with respect to their fair mean average scores in the tests and it
was found that the effect of computer familiarity on their
performances in the two modes was negligible for most of the items
in the questionnaire. However, differences of up to half a band
were detected in two areas: accessibility of public computers and
frequency of word processing activity. Analysis of candidates’
responses to a theory-based questionnaire survey, which inquired
about the internal processing undertaken during the two task
performances, indicated a similar pattern between the cognitive
processes involved in writing on a computer and writing with
paper-and-pencil.
Overall results of the study are, in general, encouraging for
the computerisation of the writing test, though further replication
or expansion of this study using a larger and more balanced
population is necessary. A more in-depth investigation of the data
will then throw new light on the establishment of equivalence in
EAP writing assessment.
