The effectiveness of adopting E-readers to facilitate EFL students' process-based academic writing

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107597

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107597

Title:	The effectiveness of adopting E-readers to facilitate EFL students' process-based academic writing
Authors:	洪暉鈞;Hung, Hui-Chun;Young, Shelley Shwu-Ching
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Academic achievement;Academic Discourse;Academic Language;Academic learning;Academic writing;Annotations;Basic writing;Classrooms;College students;Colleges & universities;Control Groups;Data mining;Educational Technology;Empirical analysis;English (Second Language);English as a second language learning;English education;English for Science and Technology;English language;Experimental Groups;Foreign Countries;Foreign language instruction;Foreign languages;Full Length Articles;Graduate Students;Handheld Devices;Information retrieval;Management;Online education;Peer Evaluation;Peer review;Perceptions;Portfolios;Portfolios (Background Materials);Process Approach (Writing);Qualitative analysis;Qualitative Research;Readers;Reading Processes;Recursion;Recursive functions;Retrieval;Role;Second Language Learning;Second language writing;Statistical Analysis;Student Attitudes;Students;Study and teaching;Taiwan;Teachers;Teaching Methods;Technology application;Writing;Writing (Composition);Writing assignments;Writing Instruction;Writing process approach;Writing processes;Writing Skills;Writing teachers;Writing tests
Date:	2015-01-01
Issue Date:	2026-04-23 14:18:34 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic writing. The experiment was conducted in the graduate level class entitled ＂Technical and Scientific English Writing＂ in a northern Taiwan university for the entire semester, about 5 months. Students' perceptions, writing outcome and portfolio were collected and were later evaluated. Both qualitative and quantitative approaches were adopted in this study. Empirical data were collected and analyzed to report on the performance of EFL students' academic writing with and without the e-readers. Findings indicate that e-readers affected the process of reading, annotation, and information retrieval with the unique functions. For EFL students' academic writing, e-reader can be a tool for reciprocal peer review that aided academic writing. Moreover, e-readers are significantly beneficial for students' academic writing progress compared to the conventional paper-based materials. The functions of e-readers can assist students' writing process and make the recursive circle of steps more efficiently. E-readers could afford creating a better writing environment in the process-based writing approach. This study further discussed the role of e-readers in the academic writing classroom and further discusses how to use e-readers to facilitate academic writing in the classroom. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-01-01 出處： Educational Technology & Society, 2015-01, Vol.18 (1), p.250-263 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201501_18(1).0021
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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