The Role of Cognitive Individual Differences in Digital versus Pen-and-Paper Writing

Autor/inn/en	Vasylets, Olena; Mellado, M. Dolores; Plonsky, Luke
Titel	The Role of Cognitive Individual Differences in Digital versus Pen-and-Paper Writing
Quelle	In: Studies in Second Language Learning and Teaching, 12 (2022) 4, S.721-743 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vasylets, Olena) ORCID (Mellado, M. Dolores) ORCID (Plonsky, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Individual Differences; Writing Skills; English (Second Language); Second Language Learning; Second Language Instruction; Language Aptitude; Accuracy; Short Term Memory; Language Tests; Problem Solving; Word Processing; Printed Materials; Language Fluency; Comparative Analysis; Foreign Countries; Applied Linguistics; Undergraduate Students; Task Analysis; Writing Evaluation; Spain + Suchen Sie Ihr Suchwort? Individueller Unterschied; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbegabung; Spracheignung; Kurzzeitgedächtnis; Language test; Sprachtest; Problemlösen; Textverarbeitung; Language skill; Language skills; Sprachkompetenz; Ausland; Linguistics; Linguistik; Angewandte Linguistik; Aufgabenanalyse; Spanien
Abstract	It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01