Analysis of Chinese Learners’ Writing Process:
Effects of writing modes on Chinese writing
As the number of advanced-level Chinese learners keeps increasing, more and more
students are attending Chinese writing classes. Many Chinese learners utilize computer
technology such as online dictionary and word processing software to write Chinese
composition. The study of their Chinese writing, however, has not received due attention.
For example, only 3% of articles (21 out of 677 articles since 1966) in the Journal of
Chinese Teachers Association are related to Chinese learning and writing on topics such
as Chinese character recognition skills (Hayes 1987; Sergent & Eversion 1992) and
learning strategies and character acquisition (Ke 1998; Shen 2009). Recently, there are
only a few studies on computer-based Chinese writing (Xu & Jen 2005). To the best of
my knowledge, no scholars have investigated the process of Chinese writing.
Understanding the entire process Chinese writing is essential as it helps us answer
important questions such as how learners interact with paper-based and computer-based
writing modes, why learners produce some common error patterns, and how their writing
is influenced by the use of references such as online dictionary.
To respond, this study investigates the Chinese learners’ writing process. In contrast to
existing approaches which normally focus on the end writing results instead of the
process of writing, this study leverages a state-of-the-art pencil movement tracking pen
(called Smartpen) and a computer screen capture program (Camtasia Studio) to analyze
the Chinese writing process. The data include initial and exit surveys, writing samples,
and interviews of 65 Chinese learners (53 first-year, seven second-year, and five thirdyear
learners), which were collected throughout one academic year. The participants
completed four individual writing sessions (two paper-based and two computer-based
sessions). They were asked to write Chinese as they would in their daily lives. In addition,
they were also allowed to use the references if needed.
The results of this survey show that Chinese learners tend to think Chinese writing as
computer typing rather than handwriting of Chinese characters. The analysis of
interviews and writings indicates that first-year Chinese learners tend to favor paper- and
pencil-based writing while second- and third-year students prefer computer-based writing.
This paper also reports how these two different modes of writing interact with each other
while students perform their writing.
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recognition. Journal of Chinese Language Teachers Association 22.2: 45-57.
Ke, C. 1998. Effects of strategies on the learning of Chinese characters among foreign
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Sergent, W. & Everson, M. E. 1992. The effects of frequency and density on character
recognition speed and accuracy by elementary and advanced L2 readers of Chinese.
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Shen, H. 2008. An analysis of word decision strategies among learners of Chinese.
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Xu, P. & Jen, T. 2005. "Penless" Chinese language learning: A computer-assisted
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