Estudio comparativo de la prueba de redacción académica IELTS por escrito frente a la realizada en computadora en participantes de IELTS de inglés como lengua extranjera en la Universidad de Teherán

Mehdi Dastpak, Mohammad Javad Riasati, Mohammad Sadegh Bagheri, Ehsan Hadipour


El estudio actual es un intento para investigar si los estudiantes se desempeñaron de manera diferente en la prueba de escritura del Sistema Internacional de Evaluación del Idioma Inglés (IELTS) tanto por escrito como en computadora en términos de respuesta/ logro de tareas, coherencia/cohesión, recurso léxico, rango gramatical y precisión. Además, explora si la familiaridad con la computadora de los candidatos era diferente en los grupos por escrito y en computadora. Para este propósito, se seleccionó un total de 108 candidatos de un total de 144 basándose en los resultados de la Prueba de Colocación de Oxford (OPT) en la Universidad de Teherán, Irán. Para recopilar los datos, se administró una muestra de redacción académica ya retirada del IELTS y un cuestionario de familiaridad con la computadora. Los participantes se dividieron en dos grupos iguales. En el grupo de Modo Escrito (PM), a los estudiantes se les dio la prueba para escribir en el modo de papel convencional. En el otro grupo Modo Computadora (CM), los estudiantes recibieron la misma prueba; sin embargo, se les pidió que escribieran la prueba en la computadora que se les proporcionó en su clase. Además, todos los participantes tomaron el cuestionario de familiaridad con la computadora. Los datos recopilados se analizaron mediante la prueba t de muestras independientes. Los hallazgos revelaron diferencias significativas entre el modo escrito y el modo en computadora en ambas tareas de escritura. Además, el análisis del cuestionario mostró el impacto de la familiaridad con la computadora de los candidatos en su desempeño en la escritura.

Palabras clave

prueba de escritura de alto impacto; modo en papel; modo en computadora; familiaridad con la computadora

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