College ESL students' attitudes and beliefs about computer-assisted writing classes

The purpose of this study was to examine the attitudes and beliefs of a group of basic level college writing ESL students about a computer-aided composition class. Specifically, it sought to focus on their beliefs and attitudes regarding their writing development through the extensive use of the Web-based CMS, WebCT. In addition, the study reports on ESL students' perceptions on the obstacles and difficulties they experienced when learning composition in a computer-aided writing course (CAWC) environment. Thirteen ESL students enrolled in an introductory writing course participated in this qualitative/quantitative study.; Data from student diaries revealed that students enjoyed and valued the WebCT course. Student diary entries reported that the use of computers and WebCT facilitated their acquisition of writing skills and that students valued instructor feedback and peer responses to their work. Classroom observations yielded information about the structure of the class and instructor activities including the success of repetition of key ideas and brainstorming about topics in class. Interviews with the students revealed that students thought that computers made the acquisition of writing skills easier and faster, and students valued the feedback from instructors and fellow classmates alike. Quantitative survey results indicated that almost none of the students had previously taken a WebCT course, and that the use of WebCT in the course made the students become better writers. With regard to attitudes about writing, students responded that computers made writing easier, made them learn to write better, and did not take more time than traditional writing. Hypothesis tests indicated (a) that student attitudes about the use of WebCT were related to the grades they earned in the class, (b) that attitudes about the effectiveness of WebCT were related to course activity, (c) that there was no relationship between years of computer use and attitudes about the effectiveness of WebCT, and (d) that there was no relationship between prior computer knowledge and attitudes about WebCT.