The role of cognitive individual differences in digital versus pen-and-paper writing

IF 3.7 1区文学 Q1 LINGUISTICS Studies in Second Language Learning and Teaching Pub Date : 2022-12-27 DOI:10.14746/ssllt.2022.12.4.9

Olena Vasylets, M. D. Mellado, Luke Plonsky

引用次数: 3

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.

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认知个体差异在数字与纸笔写作中的作用

目前尚不清楚认知个体差异是否以及在多大程度上可能在纸质和基于计算机的第二语言写作中发挥不同的作用。这项探索性研究是探索这一问题的第一次尝试，重点研究了工作记忆和语言能力对书面和基于计算机的第二语言写作质量的影响。42名学习第二语言英语的西班牙学习者在数字或纸上完成了解决问题的任务，进行了工作记忆n-back测试，并完成了LLAMA测试，以衡量语言能力。他们的第二语言书面文本的质量是根据复杂性、准确性和流畅性(CAF)来评估的。结果表明，认知个体差异的作用可能因写作环境而异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.