The use of technology such as online software has been examined in English as a foreign language (EFL) writing contexts. However, few studies have incorporated context-aware ubiquitous technology into EFL writing instruction. To develop multimodal and digital literacy of target EFL undergraduates in this pilot project, the researchers designed and implemented an augmented-reality context-aware ubiquitous writing (ARCAUW) application, which aimed to increase long-term memory, motivation, and self-regulated cognition in participants’ writing development. The pilot project compared the writing outcomes and learner perceptions of the proposed ARCAUW writing mode against the baseline mobile-assisted, classroom-based writing mode. The two writing modes differed in the way that metacognitive scaffolding tasks were carried out. Pre- and post-test results showed that (a) although both modes led to significant improvement in writing the process analysis essay, ARCAUW was conducive to the development of task schema in long-term memory, motivation, and self-regulation in writing, and (b) additional cognitive processing during AR-based learning led to mixed results in writing performance. It was concluded that ARCAUW should be incorporated into mobile-assisted writing courses to reach optimal instructional outcomes. Finally, a five-step procedure was offered to help EFL practitioners design and implement ubiquitous writing in their own teaching contexts.

已使用英语作为外语（EFL）写作环境来检查诸如在线软件之类的技术的使用。但是，很少有研究将上下文相关的无处不在的技术结合到EFL写作指导中。为了在此试点项目中开发目标EFL本科生的多模式和数字素养，研究人员设计并实现了增强现实上下文感知无处不在的写作（ARCAUW）应用程序，旨在增加长期记忆，动机和自我调节的认知能力参加者的写作发展。该试点项目将建议的ARCAUW写作模式的写作结果和学习者的认知与基于移动设备的，基于教室的基线写作模式进行了比较。两种写作方式的不同之处在于执行元认知支架任务的方式。测试前和测试后的结果表明：（a）尽管两种模式都导致过程分析论文的写作有了显着改善，但是ARCAUW有助于在长期记忆，动机和写作自我调节方面发展任务模式， （b）在基于AR的学习过程中进行额外的认知处理，导致写作表现的结果参差不齐。结论是，ARCAUW应该合并到移动辅助写作课程中，以达到最佳教学效果。最后，提供了一个五步过程，以帮助EFL从业者在自己的教学环境中设计和实现无处不在的写作。（b）在基于AR的学习过程中进行额外的认知处理，导致写作表现的结果参差不齐。结论是，ARCAUW应该合并到移动辅助写作课程中，以达到最佳教学效果。最后，提供了一个五步过程来帮助EFL从业者在自己的教学环境中设计和实现无处不在的写作。（b）在基于AR的学习过程中进行额外的认知处理，导致写作表现的结果参差不齐。结论是，ARCAUW应该合并到移动辅助写作课程中，以达到最佳教学效果。最后，提供了一个五步过程来帮助EFL从业者在自己的教学环境中设计和实现无处不在的写作。