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. From this we draw theoretical and empirical justification for our conceptualization of writing modality as a task complexity dimension. 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. To lay ground for this theoretical proposal, we first review previous adaptations of cognitive task-based models to second language (L2) writing. 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.
This article is published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license. Cognitive and educational implications of this finding are discussed. This indicates that, with respect to aspects of word recall, there may be certain cognitive benefits to handwriting which may not be fully retained in keyboard writing.
There was no effect of writing modality in the recognition condition. Results show that there was an omnibus effect of writing modality and follow-up analyses showed that, for the free recall measure, participants had significantly better free recall of words written in the handwriting condition, compared to both keyboard writing conditions. The data was analyzed using non-parametric statistics. Memory for words written using handwriting, a conventional keyboard and a virtual iPad keyboard was assessed using oral free recall and recognition. Using a wordlist paradigm, participants were instructed to write down words (one list per writing modality) read out loud to them, in the three writing modalities. Thirty-six females aged 19-54 years participated in a fully counterbalanced within-subjects experimental design. The following three writing modalities were used: handwriting with pen on paper typewriting on a conventional laptop keyboard and typewriting on an iPad touch keyboard.
The objective of this study was to explore effects of writing modality on word recall and recognition.
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