淡江大學覺生紀念圖書館 (TKU Library)
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系統識別號 U0002-2602202001032700
中文論文名稱 數位讀寫素養嵌入大學英語寫作課程:微信朋友圈之功能可供性
英文論文名稱 Embedding Digital Literacies in EFL Writing Course: Affordances of Writing on WeChat Moments
校院名稱 淡江大學
系所名稱(中) 英文學系博士班
系所名稱(英) Department of English
學年度 108
學期 1
出版年 109
研究生中文姓名 王瑋韋
研究生英文姓名 Weiwei Wang
學號 804114030
學位類別 博士
語文別 英文
口試日期 2020-01-06
論文頁數 166頁
口試委員 指導教授-王藹玲
委員-蔡麗娟
委員-林怡弟
委員-林裕昌
委員-林銘輝
中文關鍵字 數字素養  微信朋友圈  寫作表現  自主學習  寫作投入 
英文關鍵字 digital literacies  WeChat Moments  writing performance  learner autonomy  investments in writing 
學科別分類
中文摘要 隨著數字技術的發展,新寫作文體以及新交流環境不斷湧現。英語語言教學已不再僅僅聚焦於口語和寫作輸出,而是利用廣泛的符號模式,拓展為多模態的組合產品。本文調查了一門大學英語寫作課程中的兩組參與者,實驗組(被要求在微信朋友圈發佈作文,並以數字元素為輔助:圖片、視頻、網站鏈接等),對照組(只提交傳統的紙質作文)。兩組測試者均接受寫作前測和後測,並完成問卷調查,從統計學角度評估和評價他們的寫作表現和自主性。比較結果顯示,實驗組的寫作成績較好,培養的寫作自主意識比對照組好。研究結果驗證了數字素養實踐活動在接觸更豐富的目標語言資源、交互學習和社會交際中的重要作用。
另採用質性歸納分析法重點分析了三位測試者,調查他們在微信朋友圈發布英文作文這一項目中,寫作投入之狀況及其變化。結果表明該專案拓展了測試者的寫作者身份,測試者對待這些身份的反應不同,導致他們對寫作的投入度不同,研究結果也表明,這些個體的反應差異是由學生所持對自我價值認同的不同立場所引導,並由與高風險考試制度相關的更大的意識形態結構所調節。
英文摘要 As a consequence of recent developments in digital technologies, new genres as well as new contexts for communication are emerging. The scope of English language teaching has been expanded beyond the traditional focus on speech and writing to the production of multimodal ensembles, drawing on a range of other semiotic modes. This article investigated a college EFL writing course with two groups of participants, the experimental group (for whom the issuance of writings on WeChat Moments was required, accompanied by elements of digital literacies: pictures, videos, website links etc.), and the control group (submitting normal paper-printing writings only). Both groups took part in the pre and post writing tests and finished the questionnaires for statistical detection and evaluation of the developments of their writing performance and autonomy. The results of comparison reveal that the experimental group had a better writing performance, and fostered better learner autonomy than the control group. The findings support the significant role of digital literacy practices in richer exposure to the target language resources, interaction learning, and social communication.
A qualitative inductive analysis was conducted to three focal participants to investigate their investments in English writing and their changes through the WeChat Moments Posting program. The results suggest that while WeChat Moments Posting program expanded the range of their writer positions, students differed in responding to these positions, leading to varied impacts on their investment. The findings also reveal that these individualized responses were directed by students’ commitment to various positions in their self-valued identities and mediated by larger ideological structures associated with the high-stakes testing regimes.
論文目次 Table of Contents
Acknowledgements ........................i
Chinese Abstract ........................ii
English Abstract ........................iii
Table of Contents ........................v
List of Tables ..........................viii
List of Figures ..........................ix
Chapter One Introduction ...................1
1.1 Background of the Study ..............1
1.2 Purpose of the Study ................5
Research Questions ..................6
1.3 Definition of Terms ...............6
1.4 Significance of the Study .........10
1.5 Organization of the Dissertation .............13
Chapter Two Literature Review ................15
2.1 An Ecological and Sociocultural View on Second Language Acquisition ....................15
2.2 Digital Literacy and Its Analogues ...18
2.3 Social Technologies for Learning ..........20
2.4 Affordances of Digital Tools ........24
2.5 Social Network Sites (SNSs) and Second Language Writing ................26
2.6 Theoretical Framework of Learner Autonomy ........27
2.7 Learner Autonomy and Technology .................31
2.8 The Synergy between Research on Digital Literacies and Autonomy ...34
2.9 Investment in Writing and Identity ...........37
2.10 Interrelationship between Autonomy, Agency, and Identity ...................38
Chapter Three Methodology................44
3.1 Pedagogical Context ...........44
3.2 Research Design ...............54
3.2.1 Course Design and Participants ..............54
3.2.2 Instructors ..................56
3.2.3 Raters .......................57
3.2.4 Instruments ..................57
3.3 Research Procedures ...........61
3.4 Data Analysis .................63
Chapter Four Results ...............66
4.1 Research Question One .........66
4.2 Research Question Two .........69
4.3 Research Question Three .......73
4.3.1 Gu: from Resistant Writer to Active Composer ..74
4.3.2 Su: from Exam-oriented Writer to Academic Researcher ...............78
4.3.3 Jiang: Unchanged ......................84
4.4 Other Results of Comprehensive Analysis ....86
Chapter Five Discussion ..................101
5.1 Writing Performance ................101
5.2 Learner Autonomy............107
5.3 Learner Investments and Writer Positions ..........115
Chapter Six Conclusion .....................121
6.1 Summary of the Major Findings ....121
6.2 Pedagogical Implications .........123
6.3 Limitations of the Study ......127
6.4 Suggestions for Future Research ............................................128
References ...........................................131
Appendices .........................................150
Appendix A: A Consent Cover Letter .....151
Appendix B: IELTS Writing Band Descriptors ..........152
Appendix C: LAP Short Form .......154
Appendix D: Semi-structured Interview Questions (English Version) ....161
Appendix E: Semi-structured Interview Questions (Chinese Version) ....162
Appendix F: Writing Topics for Pre- and Post- tests .......................................163
Appendix G: Components of LAP-SF Constructs ..........................................165

List of Tables
Table 1. Dimensions of autonomy (Based on Benson, 2011) .................................29
Table 2. Demographic information of subjects ...........................................55
Table 3. Paired samples t-test of the pre- and post- writing test scores ..................67
Table 4. Paired samples t-test of the wiring tests for the experimental group ....68
Table 5. Paired samples t-test of the pre- and post- LAP-SF scores .......69
Table 6. Paired samples t-test of LAP-SF scores for the experimental group.........71
Table 7. Three patterns of investment changes recognized ....................................73
Table 8. Biographical vignette of the selected cases...............................................74

List of Figures
Figure 1. A model of convergence (Reinders and White, 2016)......32
Figure 2. Relationships among identity, agency and autonomy (Huang, 2009) ….42
Figure 3. Three functional hierarchies of a pyramid structure for WeChat Moments (Nie, Fu & Cheng, 2013) ...46
Figure 4. Snapshot of “like”s on WeChat Moments ....47
Figure 5. Snapshot of “comments” on WeChat Moments ......................................48
Figure 6. Interface samples of QQ Zone .......49
Figure 7. Interface sample of a content list page on WeChat Moments ……….....50
Figure 8. Interface sample of the exact time of each feedback being given on WeChat Moments ....51
Figure 9. Interface sample of a holistic view of posting on WeChat Moments ....52
Figure 10. Interface sample of the essay with an accompanying picture on WeChat Moments .........53
Figure 11. Snapshot of WeChat Moments Postings from Su ..81
Figure 12. Snapshot of comments list .........87
Figure 13. Snap of showing regret for grammatical mistakes .....90
Figure 14. Snapshot of varied semiotic resources in WMP .92
Figure 15. Snapshot of interaction and feedback in WMP ..95
Figure 16. Snapshot of posting list in WMP .............98
Figure 17. Snapshot of ingenious designs in WMP ………………………99
Figure 18. Interpretation to the three functional hierarchies of a pyramid structure for WeChat Moments ...122
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