Abstract The aim of this study is to explore the effect of digital writing instruction with tablets on fourth-year primary school students' writing performance and writing knowledge. This study, in which quantitative and qualitative data are collected together, is based on the simple view of writing and a new literacies perspective. The participants consisted of 96 students, of whom 47 were in the control group and 49 were in the experimental group. According to the quantitative findings, firstly, both the quality and number of words of the stories written during the process by students participating in the instruction with tablets were significantly higher than those of students who wrote with paper and pencil. Secondly, although writing quality scores for posttest stories of students participating in the instruction with tablets were significantly higher than those of students who wrote with paper and pencil, no significant difference was found between their numbers of words in the posttest. Thirdly, the posttest writing knowledge scores of students participating in the instruction with tablets were significantly higher than those of students who wrote with paper and pencil. The qualitative findings revealed that the students’ sharing of their writing on the class blog, their utilisation of multimedia components for writing training, and the opportunity for online social interaction enriched the writing instruction process with regard to the new literacies.

中文翻译：

---

平板电脑数字写作教学对小学生写作成绩及写作知识的影响

摘要 本研究旨在探讨平板电脑数字写作教学对小四学生写作成绩和写作知识的影响。这项研究将定量和定性数据收集在一起，基于简单的写作观点和新的识字视角。参加者96人，其中对照组47人，实验组49人。根据定量发现，首先，参与教学的学生在书写过程中所写故事的质量和字数均显着高于使用纸笔书写的学生。第二，尽管用平板电脑参与教学的学生的后测故事写作质量得分明显高于用纸和铅笔写作的学生，但他们在后测中的字数没有显着差异。第三，参与平板教学的学生的后测写作知识得分显着高于使用纸笔书写的学生。定性研究结果表明，学生在课堂博客上分享他们的写作、他们利用多媒体组件进行写作培训以及在线社交互动的机会丰富了关于新文学的写作教学过程。他们在后测中的字数没有显着差异。第三，参与平板教学的学生的后测写作知识得分显着高于使用纸笔书写的学生。定性研究结果表明，学生在课堂博客上分享他们的写作、他们利用多媒体组件进行写作培训以及在线社交互动的机会丰富了关于新文学的写作教学过程。他们在后测中的字数没有显着差异。第三，参与平板教学的学生的后测写作知识得分显着高于使用纸笔书写的学生。定性研究结果表明，学生在课堂博客上分享他们的写作、他们利用多媒体组件进行写作培训以及在线社交互动的机会丰富了关于新文学的写作教学过程。