Date of Award


Degree Type


Degree Name

Bachelor of Education Honours


Faculty of Education

First Advisor

Bernie Hird

Second Advisor

Dr Amanda Blackmore


The focus of this study was on the effect of word processing on the revising and editing strategies of primary ESL writers. Six year 5/6 'intensive' ESL students completed a number of written tasks, using both computer and conventional 'pen and paper' methods. Their handwritten and word processed work was analysed and compared in terms of the frequency, nature and extent of changes made. Statistical analysis of these data, as well as audio-taped verbal protocols, interviews, and observational notes, was used to determine the effect(s) of word processing on the revising/editing strategies of these students. Of the four major revision categories examined, three were found to be different both qualitatively and quantitatively (at a statistically significant level), in the word processing condition, when compared to the 'pen and paper' writing condition with the same subjects. These subjects were found to produce more large-scale meaningful revisions when word processing, in comparison to their pen and paper work. In contrast with this, 'surface' changes (or non-meaningful revisions) outnumbered all other changes made to text in the pen and paper condition.