Investigating Multiple Recognitions for EFL Writing in Authentic Contexts with Contextualization, Personalization, and Socialization

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：18

、訪客IP：18.117.8.41

姓名

阮文甲(Nguyen Van Giap) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

(Investigating Multiple Recognitions for EFL Writing in Authentic Contexts with Contextualization, Personalization, and Socialization)

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至系統瀏覽論文 (2026-1-1以後開放)

摘要(中)

英語作為外國語言（EFL）的寫作對許多學生來說是一項困難的技能，主要問題包括英語詞彙量的不足、寫作思路上的困難、母語與EFL語系之間的差異等等，幸運的是，辨識技術已經相當成熟，在( EFL) 學習中發揮了關鍵的作用，除此之外，情境化、個性化和社會化也對EFL寫作帶來正面效益，因為它們具備著獨特的機制，然而，很少有研究專注於整合多種辨識技術以促進 ( EFL ) 寫作。本研究探討將多種辨識技術（如圖像轉文字辨識技術（ITR）、語音轉文字辨識技術（STR）和位置轉文字辨識技術（LTR））與情境化、個性化和社會化整合，以增強不同學習者的EFL寫作。透過了三個實驗深入探究了不同辨識技術的影響力、示能力以及潛力。在台灣的一所國民小學和一所技職高中進行了三個實驗，並為這些實驗開發了三個行動應用程式，結果顯示，與STR相比，ITR和LTR更加顯著地增強了EFL寫作，主要是因為它們具有圖像和情境化的表現，然而，STR對EFL寫作比ITR和LTR有著更高的示能力，LTR因為繼承了ITR和STR獨特且有用的特性，對EFL寫作展現出了顯著的潛力，將多種辨識技術和社會化整合對改善EFL寫作發揮出至關重要的作用，特別是進階ITR和來自同儕的鼓勵對於EFL寫作的質量有顯著影響。對於不同的學習者來說，國小生在寫作過程中受惠於基於視覺表徵的辨識技術，以強化其寫作能力，而高中生則利用這些辨識技術拓展思維並使寫作內容更加充實，基於語言表徵的辨識技術有助於高中生方便地生成文本或句子，本研究對該領域的教學提出了啟發、建議以及限制，並根據研究結果提出了全面的框架。

摘要(英)

Writing in English as a Foreign Language (EFL) is challenging for many students due to several issues, such as the lack of English vocabulary, difficulty in generating ideas, and differences between their first language and the English language system. Fortunately, recognition technology has become more mature and played an important role in EFL acquisition. Additionally, contextualization, personalization, and socialization are also beneficial for EFL writing, due to their unique mechanisms. Therefore, it is worthy to examine the integration of different recognitions with contextualization, personalization, and socialization to facilitate EFL writing. This research investigated the integration of multiple recognitions—such as image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR)—with contextualization, personalization, and socialization to enhance EFL writing of different learners. The significant influences, affordances, and potentials of the different recognitions mentioned and their extra treatments were deeply studied via three experiments. Three mobile apps were also developed and used for three experiments in an elementary school and a vocational high school in Taiwan. The results indicated that ITR and LTR significantly enhance EFL writing compared to STR due to their pictorial and contextual representations. However, TSTR offers higher affordances for EFL writing than ITR and LTR. Regarding LTR, it has played an important role in improving EFL writing due to its transfer features from both ITR and STR. Especially, integrating multiple recognitions with socialization plays an important role in improving EFL writing, the advanced ITR and peers’ suggestions contribute to the quality of EFL writing. Regarding different learners, elementary school students benefit from visual representation-based recognition as reinforcement with suitable language scaffoldings in the writing process; whereas high school students tend to use these recognitions to develop ideas and convey their thoughts into words more meaningfully. Verbal representation-based recognitions facilitate high school students in producing vocabularies and sentences. The expression motive is the major driver of the high school students’ usage recognition; whereas the interest motive is the major driver of the children′s usage of them. Based on the studies, some implications, suggestions, limitations, and a framework would be provided for the community in this issue.

關鍵字(中)

★ 適性學習
★ 示能性
★ 真實情境
★ 情境化
★ EFL寫作
★ 多重辨識
★ 個性化
★ 鷹架教學
★ 社會化

關鍵字(英)

★ Adaption
★ Affordance
★ Authentic context
★ Contextualization
★ EFL writing
★ Multiple recognitions
★ Personalization
★ Scaffolding
★ Socialization

論文目次

摘要 iii
ABSTRACT iv
ACKNOWLEDGEMENTS v
TABLES OF CONTENTS vi
LIST OF FIGURES x
LIST OF TABLES xi
EXPLANATION OF SYMBOLS xii
CHAPTER I. INTRODUCTION - 1 -
1.1.Motivation and Research Questions - 1 -
1.1.1.Research Motivation - 1 -
1.1.2.Research Questions - 3 -
1.2.Objectives - 4 -
1.3.Significance and Scope - 7 -
1.3.1.Significance - 7 -
1.3.2.Scope - 7 -
1.4.Thesi Outline - 7 -
CHAPTER II. LITERATURE REVIEW - 9 -
2.1.Multimedia Learning and Digital Multimodal Composing - 9 -
2.2.Authentic Context Learning for EFL Writing - 10 -
2.3.Recognitions for EFL Writing - 11 -
2.4.Scaffoldings Used for EFL Writing - 12 -
2.5.Affordances of Recognition Technology for EFL Writing - 13 -
2.6.Contextualization, Personalization, and Socialization for EFL Writing - 14 -
2.7.Frameworks for EFL Learning Related to Recognitions - 15 -
CHAPTER III. INSTRUMENTS AND METHODOLOGIES - 17 -
3.1.Experimental Apps - 17 -
3.1.1.AuthWrite App - 17 -
3.1.2.AuthWritePlus App - 22 -
3.1.3.AdvancedAuthWrite App - 24 -
3.2.Experimental Design - 27 -
3.2.1.Study 1 - 27 -
3.2.2.Study 2 - 29 -
3.3.3.Study 3 - 32 -
3.3.Data Collection and Analysis - 34 -
3.3.1.Research Architecture for Study 1 - 35 -
3.3.2.Research Architecture for Study 2 - 36 -
3.3.3.Research Architecture for Study 3 - 38 -
CHAPTER IV. RESULTS AND DISCUSSIONS - 40 -
4.1.The Results and Discussions in Study 1 - 40 -
4.1.1.Investigating EFL Writing Achievement in Two Groups - 40 -
4.1.2.Effectiveness of ITR Texts and Language Scaffolding - 42 -
4.1.3.Effectiveness of ITR Added Texts and Their Usages - 45 -
4.1.4.Student Perception Analysis in Study 1 - 45 -
4.1.5.Conclusion for Study 1 - 48 -
4.2.The Results and Discussions in Study 2 - 48 -
4.2.1.Investigating Writing Achievement in two Groups - 48 -
4.2.2.Effectiveness of Multiple Recognitions for EFL Writing - 51 -
4.2.3.Investigating Affordances of Multiple Recognitions for EFL Writing - 55 -
4.2.4.Student Perceptions in Study 2 - 57 -
4.2.5.Conclusion for Study 2 - 59 -
4.3.Results and Discussions Study 3 - 60 -
4.3.1.Investigating EFL Writing Achievement of Two Groups in Stage 1 - 60 -
4.3.2.Comparison of Learning Behaviors Between 2 Groups in Stage 1 - 61 -
4.3.3.Effectiveness of Advanced ITR and LTR on EFL Writing in Stage 1 - 62 -
4.3.4.Investigating Effectiveness of LTR Places on EFL Writing - 64 -
4.3.5.Investigating Writing Achievement of Two Groups in Stage 2 - 65 -
4.3.6.Comparison of Behaviors Between 2 Groups in Study 3 Stage 2 - 66 -
4.3.7.Effects of Socialization with Advanced ITR and LTR on EFL Writing - 67 -
4.3.8.Student Perceptions Analysis in Study 3 - 70 -
4.3.9.Conclusion for Study 3 - 72 -
CHAPTER V. IMPLICATIONS AND SUGGESTIONS - 73 -
5.1.Implications and Suggestions - 73 -
5.2.Limitations and Suggestions - 75 -
5.3.Framework Based on Multiple Recognitions for EFL Writing - 75 -
CHAPTER VI. CONCLUSIONS - 79 -
REFERENCES - 81 -
APPENDICES - 88 -
Appendix 1. Language Scaffolding for Study 1 - 88 -
Appendix 2.Rubric for EFL Writing Evaluation in Study 1 - 90 -
Appendix 3. Pre- and Post-tests for Study 1 - 91 -
Appendix 4. TAM Questionnaire for Study 1 - 92 -
Appendix 5. LTR Vocabulary Database for Study 2 - 93 -
Appendix 6. Rubric for EFL Writing Evaluation in Study 2 - 95 -
Appendix 7. Pre- and Post-tests for Study 2 - 96 -
Appendix 8. TAM Questionnaires 1&2 in Study 2 - 98 -
Appendix 9. LTR Vocabulary Database for Study 3 - 101 -
LIST OF PUBLICATIONS - 105 -

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指導教授

黃武元(Hwang Wu-Yuin)

審核日期

2024-7-4

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