Traditional methods of teaching are currently being transformed to meet the needs of 21st century students. In this context, technology in the classroom is becoming more and more crucial and digital and ICT literacy is increasingly becoming an essential life competence.
In this context, digital language competencies, such as digital reading and writing, play a crucial role, too. However, research shows that the usage of word processors only has an impact on writing quality when learners are provided with additional support, e.g., prompts (Graham & Harris, 2018). Furthermore, the speech synthesis provides the potential for revising texts (Dahlström & Boström, 2017).
This paper presents an ongoing non-randomized controlled interventional study, which aims to find out how students' digital texts in secondary schools are affected by word processor tools being part of a comprehensive learning environment. For this purpose, a control group (N=50) and two experimental groups (N=100) receive a reading and writing strategy training, which includes prompts as an additional writing support. Both experimental groups receive another training in the use of the word processor and its internal media tools (spell check, synonym dictionary). One experimental group receives an additional training in the use of the speech synthesis function, while the other experimental group does not. After completing the trainings, both experimental groups practiced writing texts in a digital setting and the control group in a paper-pencil setting for two weeks.
In order to measure the impact of the different writing conditions regarding i) paper-pencil, ii) keyboard and word processor with internal tools as well as iii) keyboard and word processor with internal tools and speech synthesis on the text quality (text length, spelling, structure, and content), a pre, post and follow-up test design was conducted. Students were requested to write informational texts on the basis of a given writing task in a digital and a paper-pencil based setting.
The paper will discuss preliminary findings in the three writing conditions. The evaluation of the writing processes shows, that in all groups, students generally revise their texts more often when writing digitally. Students in both experimental groups use specifically more often the spell check, and/or the speech synthesis for their text revisions. However, they make use of the synonym dictionary very rarely.
The study contributes to a better understanding of how digital media can be integrated in a learning environment to gain the potential of writing software for the development of (digital) writing competencies in the classroom.
Dahlström, H., & Boström, B. (2017). Pros and Cons: Handwriting Versus Digital Writing. Nordic Journal of Digital Literacy, 12(04), 143–161.
Graham, S., & Harris, K. R. (2018). Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses. In R. Fidalgo Redondo, K. Harris, & M. Braaksma (Eds.), Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles (pp. 13–37). Brill Academic Publishers.
