ENHANCING STUDENTS’ WRITING QUALITY THROUGH COMPUTER-MEDIATED LEARNING: THE ROLE OF COGNITIVE ACTIVITY

Abstract

Introduction. The use of computer-mediated learning environments has become increasingly important in enhancing students' writing skills. This study aims to explore the complex relationship between cognitive activity and writing quality in computer-mediated learning settings. By doing so, it aims to provide valuable insights for improving students' writing proficiency and maximizing the benefits of technology in language education. Methods. A quantitative approach, specifically a quasi-experimental design, was employed in this study. Assessment grades were collected as quantitative data to evaluate various aspects of students' writing skills, including narrative writing, oral language proficiency, reading and writing abilities, as well as nonverbal skills and working memory. Results. The number of online revisions made by students emerged as a predictive measure for both the quality of narrative structure and the length of the text. Students who engaged in more extensive online revisions demonstrated the ability to produce narrative texts of higher quality and greater length. Discussion. This study provides valuable insights into the significance of online revisions, cognitive factors, and writing fluency in relation to the quality of narrative writing. It suggests that students possess revision skills but often postpone revisions until they have completed the initial draft. Furthermore, it highlights the positive influence of strong reading and spelling skills on spelling proficiency and revision abilities. The findings contribute to the existing literature and deepen our understanding of the relationship between narrative writing, cognition, and the impact of revision frequency on the quality of written narratives.