Abstract

This exploratory study aimed to analyze the effects of word processing on students' writing performance in terms of quality and quantity. The subjects in this study were twenty-five first-year Bachelor students. Two writing sessions were carried out in this study. For each session, the students were divided into two groups, with one group wrote an essay in class while the other group used the computer to type their essay. They switched the writing medium in the second session. Flesch Reading Ease and Flesch-Kincaid Grade Level were used to measure the quality of the essays; while the number of words, number of sentence, and words per sentence were used to determine if there was any improvement in the quantity of writing. Statistical analysis was conducted to determine any significant differences between the two media.