Abstract

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.

摘要

在线软件等技术的使用已经在英语作为外语 (EFL) 写作环境中进行了检查。然而，很少有研究将上下文感知无处不在的技术纳入 EFL 写作教学。为了在该试点项目中培养目标 EFL 本科生的多模式和数字素养，研究人员设计并实施了增强现实情境感知无处不在的写作 (ARCAUW) 应用程序，旨在提高长期记忆、动机和自我调节认知在参与者的写作发展中。该试点项目将提议的 ARCAUW 写作模式与基线移动辅助、基于课堂的写作模式的写作成果和学习者感知进行了比较。这两种写作模式在执行元认知脚手架任务的方式上有所不同。前测和后测结果表明：（a）虽然两种模式都显着改善了过程分析论文的写作，但ARCAUW有利于长期记忆、动机和写作自我调节的任务图式的发展， (b) 在基于 AR 的学习过程中额外的认知处理导致写作成绩好坏参半。得出的结论是，应该将 ARCAUW 纳入移动辅助写作课程，以达到最佳教学效果。最后，提供了一个五步程序来帮助 EFL 从业者在他们自己的教学环境中设计和实施无处不在的写作。(b) 在基于 AR 的学习过程中额外的认知处理导致写作成绩好坏参半。得出的结论是，应该将 ARCAUW 纳入移动辅助写作课程，以达到最佳教学效果。最后，提供了一个五步程序来帮助 EFL 从业者在他们自己的教学环境中设计和实施无处不在的写作。(b) 在基于 AR 的学习过程中额外的认知处理导致写作成绩好坏参半。得出的结论是，应该将 ARCAUW 纳入移动辅助写作课程，以达到最佳教学效果。最后，提供了一个五步程序来帮助 EFL 从业者在他们自己的教学环境中设计和实施无处不在的写作。