The effect of a computer-based writing program on the attitudes and performance of students acquiring English as a Second Language

Although computers have been present in the schools for over a decade, little empirical research has been done on the effectiveness of computer-based instruction (Center for the Study of Educational Technology, 1988), and even less has been conducted investigating the effectiveness of using the computer to teach writing to second language learners. This study sought to determine if process oriented computer-based writing instruction, offered as a replacement for traditional transitional English class instruction, could have a positive effect on the attitudes toward writing and the writing performance of students acquiring English as a second language.; The study was designed to assess the progress of a group of high school students who were acquiring English as a second language by measuring their attitudes toward writing and their actual writing performance. In addition, teachers' backgrounds and proficiency in teaching writing were investigated. The computer-based writing group (144 students in six class periods) received instruction via a computer-based writing program. The traditional group (31 students in two class periods) participated in transitional instruction designed for students who are acquiring English as a second language.; Primary data collection was by means of attitude survey and writing sample administered at the beginning and end of the year. The computer-based writing group scored higher on the writing sample primary trait score, while the traditional group scored higher on the other measures of content and organization, expression, and grammar. When submitted to an analysis of covariance, no significant difference was found between the performance of the two groups. However, students assigned to the three English teachers (two traditional and one computer program teacher) outperformed the students assigned to the computer teacher with no previous experience teaching writing. Pre and post scores on the attitude survey indicated a significant positive change in attitude toward writing for all groups.; Information on the teachers gained from teacher interviews and classroom observations indicated that the most effective programs were those conducted by teachers experienced in the writing process. The addition of computer-based instruction to the program of a seasoned writing teacher allowed that teacher to effectively serve more than twice as many students as the other English teachers were serving without the help of the computer.