ABSTRACT

This study presents the design of a multimodal ubiquitous learning application (MULA) with different augmenting effects for enhancing English as a Foreign Language (EFL) academic writing instruction. In a pilot project, 17 undergraduates engaged in ubiquitous learning and writing at a green building and provided survey responses and interview feedback about their ubiquitous writing experience. The survey results were categorized into perceptions about (a) the ubiquitous learning mode, (b) effective writing facilitation, (c) motivation, self-efficacy, and attitude, (d) self-regulation, and (e) system usability. Interview results further illustrated how using MULA led to positive and negative experiences during ubiquitous writing. A final synthesis on the findings led to the identification of seven affordances that made MULA a potential tool for enhancing writing instruction in EFL settings. The seven affordances were considered effective design elements for multimodal context-aware ubiquitous learning that served the purpose of enriching English academic writing instruction. Implications about creating multimodal ubiquitous learning applications in higher education are also provided.

摘要

这项研究提出了一种具有不同增强效果的多模式无所不在的学习应用程序（MULA）的设计，可以增强英语作为外语（EFL）的学术写作指导。在一个试点项目中，有17名本科生在绿色建筑中从事普适性学习和写作，并提供了有关其普适性写作经验的调查反馈和访谈反馈。调查结果分为以下几类：（a）普遍存在的学习模式；（b）有效的写作促进；（c）动机，自我效能和态度；（d）自我调节；以及（e）系统可用性。访谈结果进一步说明了使用MULA在无处不在的写作过程中如何带来正面和负面的体验。根据调查结果的最终综合结果，确定了7个津贴，使MULA成为增强EFL环境中写作指导的潜在工具。这七项能力被认为是多模式情境感知泛在学习的有效设计元素，其目的是丰富英语学术写作教学。还提供了有关在高等教育中创建多模式普适学习应用程序的含义。