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ERIC Number: EJ1215329
Record Type: Journal
Publication Date: 2019-Jun
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0039-8322
The Effects of Administration and Response Modes on Grade 1-2 Students' Writing Performance
Kim, Ahyoung Alicia; Lee, Shinhye; Chapman, Mark; Wilmes, Carsten
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v53 n2 p482-513 Jun 2019
This study aimed to investigate how Grade 1-2 English language learners (ELLs) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELLs in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a paper-and-pencil format, (2) online-handwriting in which students viewed the prompt online and handwrote responses, and (3) online-keyboarding in which learners viewed the prompt online and keyboarded responses. Up to 20 students were tested during each 90-minute session, during which researchers observed two or three students to examine any differences in their writing behaviors across tasks. Immediately after students completed the tasks, researchers asked them about their preferred test modes. Students' writings were analyzed quantitatively and qualitatively in terms of task completion, fluency, and complexity. Interview data were analyzed qualitatively. Findings suggest the handwriting task is the optimal mode for students in Grades 1-2. Yet the majority of ELLs observed said they preferred the keyboarding task over the handwriting tasks. Study results provide practical implications for writing test administration for K-12 ELLs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A