Pen-and-Paper versus Computer-Mediated Writing Modality as a New Dimension of Task Complexity
Bibliographic Data
| ID | 5900033 |
|---|---|
| Authors | Olena Vasylets (0000-0003-0241-1279, Universitat de Barcelona, corresponding author), Javier Marín (0000-0001-9247-2387, Universidad de Murcia) |
| Year | 2022 |
| Volume | 7 |
| Issue | 3 |
| Pages | 195 |
| Publication date | 2022-07-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages7030195 |
| OpenAlex | W4288081314 |
| Language | EN |
| Citations received | 1 |
| References cited | 74 |
In this paper we make a proposal that writing modality (pen-and-paper versus computer-based writing can be conceptualized as a cognitive task complexity factor. To lay ground for this theoretical proposal, we first review previous adaptations of cognitive task-based models to second language (L2) writing. We then compare pen-and-paper and computer-based writing modalities in terms of their general characteristics, outline the main tenets of multidisciplinary theoretical models which attribute learning and performance-related importance to writing modality, and review the available empirical evidence. From this we draw theoretical and empirical justification for our conceptualization of writing modality as a task complexity dimension. After outlining our conceptual view, we proceed with the review of the methods which could be used to independently assess cognitive load in paper and computer-written L2 tasks. In the conclusion, implications and suggestions for future research are provided
Cognition · Cognitive dimensions of notations · Cognitive psychology · Cognitive science · Conceptualization · Dimension (graph theory · Empirical research · Epistemology · Human–computer interaction · Modalities · Modality (human–computer interaction · Multidisciplinary approach · Sociology · Task (project management · Computer Science · Digital Communication and Language · Innovative Teaching and Learning Methods · Psychology · Writing and Handwriting Education · Artificial Intelligence
Second Language Task Complexity
Alternative Approaches to Second Language Acquisition
Literacy in the New Media Age
Modeling and Remodeling Writing
Measurement of Cognitive Load in Instructional Research
Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency
A capacity theory of writing
The motor theory of speech perception revised
Benefits of multisensory learning
The Extended Mind
A Framework for the Implementation of Task-based Instruction
Towards a Fuller Assessment of Cognitive Models of Task-Based Learning
Task complexity, task difficulty, and task production
Task closure and task complexity effects on L2 written performance
The effects of working memory and L2 proficiency on L2 writing
Assessing children's reading comprehension on paper and screen
Examining the Relative Effects of Task Complexity and Cognitive Demands on Students’ Writing in a Second Language
The Johns Hopkins Guide to Digital Media
Reading linear texts on paper versus computer screen
The Effects of Revising with a Word Processor on Written Composition
Measuring Presence in Virtual Environments
The effects of task complexity on learner–learner interaction
Using eye-tracking in applied linguistics and second language research
Reading Text When Studying in a Second Language
Grounded Cognition
The Effects of Mode and Task Complexity on Second Language Production
Tracking the Real-Time Evolution of a Writing Event
Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |