The effects of computer-based writing instruction and mode of discourse on writing performance and writer anxieties

摘要

In this study, 18 English education undergraduates participated in a 15-week, computer-based, writing instruction, requiring them to produce five essays: a pretreatment, descriptive essay; an expository essay; a narrative essay; a persuasive essay; and, a post-treatment, descriptive essay. These essays were analyzed for holistic quality. The participants also responded to a writing apprehension instrument and a computer anxiety instrument for each writing task. Data were analyzed, using one-way analyses of variance with repeated measures. Besides a significant pretreatment, descriptive/posttreatment, descriptive increase in quality, there was much fluctuation among the other three “internal” essays. Although their writing apprehension did not significantly change from pretreatment, descriptive to posttreatment, descriptive, it did increased from pretreatment, descriptive to both expository and narrative essays and further increased when they wrote persuasive essays. It significantly decreased when they wrote their posttreatment, descriptive essays. Their computer anxiety did decrease from pretreatment, descriptive to posttreatment, descriptive.