References
- Allen, J.R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237–251.
- Arnold, V., Legas, J., Obler, S., Pacheco, M.A., Russell, C., & Umbdenstock, L. (1990). Do students get higher scores on their word-processed papers? A study of bias in scoring hand-written vs. word-processed papers. Retrieved April 24, 2013, from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED345818
- Arslan, R.S., & Sahin-Kizil, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197.
- Benesch, S. (1987). Word processing in English as a second language: A case study of three non-native college students. Retrieved January 9, 2015, from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED281383
- Biesenbach-Lucas, S., & Weasenforth, D. (2001). E-mail and word processing in the ESL classroom: How the medium affects the message. Language Learning & Technology, 5(1), 135–165.
- Breland, H., Lee, Y.-W., & Muraki, E. (2005). Comparability of TOEFL CBT essay prompts: Response-mode analyses. Educational and Psychological Measurement, 65(4), 577–595.
- Bridgeman, B., & Cooper, P. (1998). Comparability of scores on word-processed and handwritten essays on the graduate management admissions test. Retrieved April 23, 2013, from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED421528
- Broun, L. (2009). Take the pencil out of the process. Teaching Exceptional Children, 42(1), 14–21.
- Burley, H. (1994). Postsecondary novice and better than novice writers: The effects of word processing and a very special computer assisted writing lab. Paper presented at South-western Educational Research Association Meeting, San Antonio, TX.
- Chadwick, S., & Bruce, N. (1989). The revision process in academic writing: From pen & paper to word-processor. Hong Kong Papers in Linguistics and Language Teaching, 12, 1–27.
- CNNIC. (2006). Zhongguo hulianwangluo fazhan zhuangkuang tongji baogao (17th Statistical Report on the Internet Development in China). Beijing: China Internet Network Information Center. Retrieved December 1, 2014, from http://www.cnnic.cn/gywm/xwzx/rdxw/2006nrd/201207/W020100902533298963676.pdf
- Collier, R., & Werier, C. (1995). When computer writers compose by hand. Computers and Composition, 12, 47–59.
- Garcia, I., & Pena, I. (2011). Machine translation-assisted language learning: writing for beginners. Computer Assisted Language Learning, 24(5), 471–487.
- Harrington, S. (2000). The influence of word processing on English placement test. Computers and Compositions, 17, 197–210.
- Hass, C. (1989). How the writing medium shapes the writing process: Effects of word processing on planning. Research in the Teaching of English, 23(2), 181–207.
- Jackson, L.W. (1984). Relating learning styles to performance on written composition using microcomputer word processing and the traditional handwritten method. Retrieved April 26, 2013, from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED276014
- Ke, C. (1996). An empirical study on the relationship between Chinese character recognition and production. The Modern Language Journal, 80(3), 340–349.
- Kubler, C.C. (2002). Learning Chinese in China: Programs for developing superior-to-distinguished-level Chinese language proficiency in China and Taiwan. In B.L. Leaver & B. Shekhtman (Eds.), Developing professional level language proficiency (pp. 96–118). Cambridge: Cambridge University Press.
- Kuriloff, P.C. (2004). Rescuing writing instruction: How to save time & money with technology? Liberal Education, 90(4), 36–41.
- Lam, F.S., & Pennington, M.C. (1995). The computer vs. the pen: A comparative study of word processing in a Hone Kong secondary classroom. Computer-Assisted Language Learning, 7, 75–92.
- Lee, H.K. (2004). A comparative study of ESL writers’ performance in a paper-based and a computer-delivered writing test. Assessing Writing, 9(1), 4–26.
- Li, J. (2006). The mediation of technology in ESL writing and its implications for writing assessment. Assessing Writing, 11(1), 5–21.
- Lim, S. (1997). Thinking, computers and Chinese teaching and learning. In Chua, C.L. (Ed.), Creativity and information technology (pp. 110–121). Singapore: SNP Edition. (in Chinese)
- Lou, J.J. (2007). The implication of technology for language policy and practice: A case study of pinyin Romanization in China. eVox: Georgetown Working Papers in Language, Discourse, & Society, 1, 1–30.
- Lovett, B.J., Lewandowski, L.J., Berger, C., & Gathje, R.A. (2010). Effects of response mode and time allotment on college students’ writing. Journal of College Reading and Learning, 40(2), 64–79.
- MacArthur, C.A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22(3), 158–172.
- Mirenda, P., Turoldo, K., & McAvoy, C. (2006). The impact of word prediction software on the written output of students with physical disabilities. Journal of Special Education Technology, 21(3), 5–12.
- Nie, D. (2009). Hanyu shuiping kaoshi (HSK) xiezuo pingfen biaozhun fazhan gaishu [An historical overview of the development of the scoring rubrics of the writing assessment in the Chinese Proficiency Test (HSK)]. Journal of Yunnan Normal University (Teaching & Research in Chinese as a Foreign Language), 7(6), 15–20.
- Pennington, M.C. (1996a). Writing the natural way: On computer. Computer Assisted Language Learning, 9(2–3), 125–142.
- Pennington, M.C. (1996b). The computer and the non-native writer: A natural partnership. Cresskill, NJ: Hampton Press.
- Powers, D.E., Fowles, M.E., Farnum, M., & Ramsey, P. (1994). Will they think less of my handwritten essay if others word process theirs? Effects on essay scores of intermingling handwritten and word-processed essays. Journal of Educational Measurement, 31(3), 220–233.
- Roblyer, M. D. (1997). Technology and the Oops effect: finding a bias against word processing. Learning and Leading with Technology, 24(7), 14–16.
- Schwartz, H., Fitzpatrick, C., & Huot, B. (1994). The computer medium in writing for discovery. Computers and Composition, 11, 137–149.
- Sim, S.H. (2005). Teaching Chinese composition in Singapore secondary school. In M.S.K. Shum & L.D. Zhang (Eds.), Studies in writing: Teaching writing in Chinese speaking areas (pp. 245–258). Dordrecht, Netherlands: Springer.
- Sweedler-Brown, C.O. (1991). Computers and assessment: The effect of typing versus handwriting on the holistic scoring of essays. Research & Teaching in Developmental Education, 8(1), 5–14.
- Tan, L.H., Xu, M., Chang, C.Q., & Siok, W.T. (2013). China's language input system in the digital age affects children's reading development. PNAS, 110(3), 1119–1123.
- Vacc, N.N. (1987). Word-processor versus handwriting: A comparative study of writing samples produced by mildly mentally handicapped students. Exceptional Children, 54(2), 156–165.
- Watt, D. (1983). Word-processors and writing. Independent School, 42(3), 41–43.
- Wolfe, E.W., Bolton, S., Feltovich, B., & Niday, D.M. (1996). The influence of student experience with word-processors on the quality of essays written for a direct writing. Assessing writing, 3, 123–147.
- Wolfe, E.W., & Manalo, J.R. (2004). Composition medium comparability in a direct writing assessment of non-native English speakers. Language Learning & Technology, 8(1), 53–65.
- Wong, L.-H., Chai, C.-S., & Gao, P. (2011). The Chinese input challenges for Chinese as second language learners in computer-mediated writing: An exploratory study. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 233–248.
- Xu, P., & Jen, T. (2005). ‘‘Penless’’ Chinese language learning: A computer-assisted approach. The Journal of the Chinese Language Teachers Association, 40, 25–42.
- Yarnall, L., Carriere, S., Stanford, T., Manning, C., & Melton, B. (2007). What happens to “writing across the curriculum” with handheld devices? Educational Technology Magazine, 47(3), 26–29.
- Zhang, D. (2009). Essay writing in a Mandarin Chinese WebCT discussion board. Foreign Language Annals, 42(4), 721–741.
- Zhang, H. (2007). Computer-assisted elementary Chinese learning for American students. US-China Education Review, 4(5), 55–60.
- Zhu, Y., & Hong, W. (2005). Effects of digital voiced pronunciation and stroke sequence animation on character memorization of EFL learners. The Journal of the Chinese Language Teachers Association, 40(3), 49–70.