Seventh-graders using the CWB online interactive writing system significantly outperform the paper-and-pencil control group in text organization and structure on the post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After ten weeks, the experimental group scored significantly higher than the control group in organization (t = 4.302, p = .000). → Liu et al. 2012

Evidence¶

Liu et al. 2012¶

Yuan-Chen Liu, Wan-Chun Lee, Tzu-Hua Huang, Hsiao-Mei Hsieh. (2012). IMPROVING STUDENTS’ CHINESE WRITING ABILITIES IN TAIWAN WITH THE “CONDITIONED WRITING SYSTEM”. TOJET: The Turkish Online Journal of Educational Technology, 11(3). https://eric.ed.gov/?id=EJ989211

q2 · i? · causal · r1

Independent-sample t-test on post-test scores from the same quasi-experiment (experimental n=32, control n=35). Post-test organization means were 20.59 (SD 3.500) for the experimental group versus 16.20 (SD 4.708) for the control group, which the article reports as a significant difference.

"The t-value in “organization” is 4.302 and the p-value is .000<.05, also indicating a significant difference."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Seventh-graders using the CWB online interactive writing system significantly outperform a paper-and-pencil control group in argumentation on the post-test — related
• The CWB online interactive system group shows significantly greater total-score progress in Chinese essay writing than the paper-and-pencil control group — related
• Before the intervention, the two groups did not differ significantly in argumentation, organization, or language use — related
• Paper-and-pencil concept mapping at the pre-writing stage significantly improved EFL students' argumentative essay performance across five writing aspects — related