Assessing the Impact of Computer-Based Writing Instruction

AbstractThis article reviews the research on computer use in the English language arts, predominantly writing, since 1987. In addition to an explanation of writing-process theory, learner-control theory, and the theoretical construct “Zone of Proximal Development,” the research is categorized into three groups: (a) word processing use only, (b) modified word processing use, and (c) composing process software. Fairly consistently, results favored older, more able students, especially those exposed to relatively lengthy treatments that were well grounded in appropriate theoretical frameworks. The article concludes with the use of e-mail to strengthen the role of audience and with the student construction of hypermedia environments to enhance student writing and knowledge acquisition.