英語多媒體寫作之初探:以大學生部落格寫作表現為例

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研究生：	林晏宇 Lin Yen-yu
論文名稱：	英語多媒體寫作之初探:以大學生部落格寫作表現為例 An Exploratory Study of English Multimedia Writing: Implementing Weblogs in a College Composition Class
指導教授：	柯安娜 Johanna Katchen
口試委員:
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2007
畢業學年度：	96
語文別：	英文
論文頁數：	188
中文關鍵詞：	部落格、自主學習、多媒體寫作、多元型態寫作
外文關鍵詞：	weblog, autonomous learning, multimedia writing, multimodal writing
相關次數：	點閱：2 下載：0
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隨著大學院校的寫作課程對於電腦媒體的輔助日益倚重，學習線上寫作模式及熟悉讀者作者間的網際互動成為當前十分重要的課題。不同於紙本書刊一貫的編排方式，電腦媒體所產出的文章融合了許多文字以外的影音元素穿插其中，例如影片、圖像、動畫等均被用來作為表意的符號與媒介。很顯然地，第二語言寫作教學亦在這股趨勢下不斷的改變與進步，因為新一代的寫作者將逐漸轉變為以電腦為主要發聲平台創作結合文字、動畫、圖像、及互動性的多媒體文章。在此同時，具備影音功能可讓一般作者書寫文章及上傳照片、圖像、音樂等元素的部落格似乎成為了一個合適的書寫平台，提供學習第二外語的學生創作多媒體文章來秀出自我的機會。近年來已有不少的研究指出使用部落格於第二外語寫作課程有許多優點。然而，探索其效能對學生寫作行為的影響及學生如何在部落格中運用多媒體元素來表達意見與感受之研究，仍然十分匱乏。
因此，本研究探討了學生的寫作成果及寫作過程在一段時間的部落格寫作練習過程中及之後發生了什麼樣的改變。十二位修習必修寫作課的外語系大一學生參與了本次為期三十六週的部落格寫作指導與實作。在使用的調查工具方面，背景資料問卷、學生所寫週記、學生在兩次多媒體作業中的作品，及課程回饋問卷為四項主要來源。為評估部落格週記寫作對學生之影響，文章長度的變化、更新週記的頻率，及學生運用不同單字和複雜句型的能力均被審慎檢視。此外，學生在兩次多媒體作業中的表現亦深入分析了解以作為其多媒體寫作能力之佐證。而學生對於部落格寫作經驗的觀感也是本實驗焦點之ㄧ。
資料分析結果顯示，整體部落格寫作經驗的影響十分的複雜。在週記方面，受試者確實在文章的內容長度上有所成長，但同時也發現，在字彙使用的豐富度及句型複雜度方面並未有明顯的進步。而藉由展示兩位受試者的週記樣本，發現學生有逐漸了解到如何運用文字以外的顏色、照片、及字型等來輔助意思表達。除此之外，關於兩項多媒體作業，學生的得分表現及具體作品展示都表示了受試者的寫作能力有所差異。最後，回饋問卷顯示受試者對週記練習及多媒體寫作作業多抱持正向的態度，普遍認為部落格週記寫作有助於習慣養成;同時受試者也肯定線上平台的多媒體特性對意思傳達有所助益。但另一方面而言，對於線上寫作模式的不熟悉仍然使得部分受試者提出了負面的回饋。
本研究結果顯示，部落格提供學生許多有益於輔助語意的多媒體功能。並且，學生的確具有線上多媒體寫作的潛力。最後，本研究並針對未來提供教學建議與系統設計方向。針對未來部落格寫作的課程設計，不僅有關於線上寫作所需之專業技能的指導需要增長，同時，也期待舉證更多可促進學生對多媒體寫作的認同與了解之實例。

Abstract
As college writing has become increasingly computer-oriented, it has also been necessary to learn about screen-based literacy and the demands it places on writers and readers. Not following the print-based convention, the hybrid form of common electronic writing texts is composed of semiotic modes such as video, graphics, images and/or animation in addition to written text to make meaning. Apparently, the teaching of L2 writing is changing in this visual age, because now digital writers shift to articulate meaning by designing multimedia texts which rely on sophisticated combination of words, motion, interactivity, and visuals. Meanwhile, the weblog, which allows writers to combine images, sound, and words, seems to serve as a suitable multi-genre writing space that can provide L2 students with creative entrances into work with multimedia texts and kindle powerful personal expression. Recently, several studies have suggested the benefits of the integration of weblogs in the L2 writing curriculum. Yet, there remains a lack of specific research into the actual effect of using the weblogs on L2 students’ writing behaviors and how the writers negotiate meaning visually in the blogging setting, the multimodal genre.
Therefore, the present study investigates what happens to EFL college students’ writing products and processes after they experience the weblog-based multimodal writing. Twelve English freshmen in a required English composition class participated in a thirty-six-week period of weblog-based writing instruction. A background questionnaire, students’ journal entries, their writing on two multimodal projects, and an evaluation questionnaire served as four main sources of data. To assess the effect of the weblog-based journal writing, the learners’ abilities to make use of different words and complex sentences, along with their ways of constructing their journals, were evaluated. Also, the overall quality of their multimodal projects was explored to accumulate a piece of evidence for their multimodal composing proficiency. Finally, our third concern was students' perceptions towards the weblog-based writing.
The results indicate that the overall effect of the weblog-based writing experience was quite mixed. In journal writing, students made progress in the average length of journal entries, while they were found to exhibit difference in terms of the lexical richness and sentence complexity. Further, an analysis of two samples of student journals displayed that they became aware of how to use different colors, photos, and font sizes to facilitate meaning in addition to words. For the two multimodal projects, students’ scores as well as analysis of concrete examples of work of several learners revealed that their abilities to compose digital multimodal texts were inconsistent. In addition to the actual performance, learners expressed positive attitudes toward journal keeping and multimodal writing. They perceived the journal writing as instrumental in acquiring writing habits, and they agreed that multimodality did facilitate meaning communication. Yet, the unfamiliarity with the online writing mode also resulted in some negative feedback from certain students.
For teaching implication, it is possible that the weblog provides students with various multimedia functions which could be helpful in facilitating meaning communication. Second, the students do have the potential to compose multimodal texts. With regard to direction for future refinements on developing a weblog-based writing syllabus, more instruction on visual design of digital writing should be included. The presentation of concrete examples which fosters students’ awareness of the important position of new media texts in the future is encouraged as well.

TABLE OF CONTENTS
ABSTRACT (Chinese)     i
ABSTRACT (English).....    ii
ACKNOWLEDGEMENTS.....    iv
TABLE OF CONTENTS    v
LIST OF TABLES    viii
LIST OF FIGURES    ix

CHAPTER INTRODUCTION    1
1.1 Background of the present study    1
1.2 The Rationale of the present study    2
1.3 The purpose of the present study and research questions    3
1.4 Definition of Terms:    4
CHAPTER TWO LITERATURE REVIEW    6
2.1 Overview    6
2.2 Functions and advantages of weblogs    6
2.2.1 Technical infrastructure of weblogs    7
92.2.2 Social network in weblogs    9
2.3 Weblogs and the teaching of second language writing    10
2.3.1 The benefits of weblogs in the EFL/ESL composition Class    10
2.3.2 Empirical studies on the application of weblogs in EFL writing class    15
2.4 New Literacy--the emergence of electronic texts    22
2.4.1 Multimodal genre --weblog-based writing    23
2.4.2 Empirical studies on visual aspects of electronic texts in the
    language classroom……………………………………………..    …..31
2.5 Summary and research questions    34
CHAPTER THREE METHODOLOGY    37
3.1 Overview    37
3.2Participants    37
3.3 Instruments    38
3.3.1 Student questionnaires    38
3.3.2 Student journals    39
3.3.3 Student reflections    39
3.3.4 Researcher-student interviews    40
3.3.5 Student Artifacts    41
3.4 The design of a weblog-based writing syllabus    41
3.4.1 The online composing platform    41
3.4.1.1 The class weblog in Yahoo    41
3.4.1.2 The personal writing platform--Xuite Weblog    43
3.4.2 The pedagogical approaches    46
3.4.3 Delivery of the writing instruction and task design    47
3.4.3.1 Journal keeping on the personal weblog    48
3.4.3.2 The instructional flow and task design of the first stage    48
3.4.3.3 The instructional flow and task design of the second stage    52
3.4.4 The rhetorical analysis materials--photos from Flickr and video
     clips from YouTube    62
3.5 Procedure    64
3.6 Data analysis    65
CHAPTER FOUR RESULTS AND DISCUSSION    70
4.1 Overview    70
4.2 Results    71
4.2.1 The results of the background questionnaire    71
4.2.2 The overall effects of using the weblog in journal writing    72
             4.2.2.1 The results of the quantitative analysis of learners' journal
                   entries……………………………………………………….72
             4.2.2.2 Learners’ development of multimodal writing in journals--two
                   cases………………………………………………………...76
4.2.3 The effects of the instruction on multimodal writing on learners'
     performance on the two projects    87
         4.2.3.1 Students' performances on the project--ad creation…………..86
            4.2.3.2 Students' performances on the project--travel brochure
creation ……………………………………………………..96
4.2.3.3 Students’ written reflection on the two projects    102
4.2.4 The learners’ attitudes toward the weblog-based writing experience    103
4.2.4.1 The results of the evaluation questionnaire    103
4.2.4.2 The results from the post-interview    111
4.3 Comparison with previous studies and discussion    119
CHAPTER FIVE CONCLUSION    132
5.1 Overview    132
5.2 Limitations of the study    133
5.3 Directions for future research    134
5.4 Pedagogical implications    135
REFERENCES    140

Appendix A  The background questionnaire    146
Appendix B  Xuite 使用說明    148
Appendix C  How to cite Internet sources    156
Appendix D  The checklist of a web source    159
Appendix E     In class discussion-analyzing visual rhetoric………………………..162
Appendix F  Guidelines for defining T-unit    163
Appendix G  The list of persuasive techniques    165
Appendix H  L2 visual essay scoring sheet    167
Appendix I   L2 visual essay scoring criteria    169
Appendix J   Student worksheet--analyzing a travel brochure    171
Appendix K  Student handout--travel brochure roles and job descriptions    172
Appendix L   Student handout--web links    173
Appendix M  Travel brochure rubric    174
Appendix N  The questions for student reflection    175
Appendix O  The evaluation questionnaire (Chinese version)    176
Appendix P  The evaluation quesionnaire    179
Appendix Q  Results of the evaluation questionnaire    183














LIST OF TABLES
Table 3.1 The schedule for the delivery of writing instruction and assignments     (First semester).    51
Table 3.2 The design model    53
Table 3.3 The schedule for the delivery of writing instruction and assignments (Second semester)    54
Table 3.4 The schedule of the first project.    57
Table 3.5 The schedule of the second project    61
Table 3.6 Research procedure.    65
Table 4.1 The average length of each student’s journal entries over the two semesters    73
Table 4.2 The results of the analysis of lexical richness    74
Table 4.3 Frequency distribution of syntactic complexity indicators by the period of time    75
Table 4.4 Ratio of syntactic complexity by the period of time    76
Table 4.5 Students’ scores on ad creation    88
Table 4.6 Students’ scores on travel brochure creation    97
Table 4.7 Students’ perceptions of the writing platforms--Yahoo and Xuite.    105
Table 4.8 Students perceptions of weblog-based journal writing    107
Table 4.9 Internet access to the online resources suggested by the teacher    108
Table 4.10 Students’ awareness of their learning achievements    109
Table 4.11 Students’ liking for the two projects and their future motivation for multimodal writing.    110









LIST OF FIGURES
Figure 3.1 Overview of the class blog.    42
Figure 3.2 The list of the links to other websites    42
Figure 3.3 The board for replying    43
Figure 3.4 The writing interface of Xuite    44
Figure 3.5 The interface of commenting in Xuite.    44
Figure 3.6 The interface of making a photo show in Xuite…………………………..45
Figure 3.7 The interface of handwriting and drawing in Xuite    45
Figure 3.8 The interface of uploading multimedia files in Xuite.    46
Figure 4.1 The average length of each student’s journal entries.    74
Figure 4.2 The layout of Nancy’s first journal    77
Figure 4.3 The layout of Nancy’s journal on November 2, 2006    78
Figure 4.4 The layout of Nancy’s journal on April 3, 2007.    80
Figure 4.5 A sample of Nancy’s journal on May 14, 2007    81
Figure 4.6 A sample of Nancy’s journal on June 14, 2007.    82
Figure 4.7 The layout of Wendy’s first journal.    83
Figure 4.8 The layout of Wendy’s journal on June 4, 2007    84
Figure 4.9 A sample of Wendy’s journal on June 24, 2007(1)    85
Figure 4.10 A sample of Wendy’s journal on June 24, 2007(2)    86
Figure 4.11 Lisa’s ad poster.    89
Figure 4.12 Joyce’s ad poster    92
Figure 4.13 Cathy’s ad poster    94
Figure 4.14 Vivian’s ad poster.    95
Figure 4.15 A sample of Tina’s travel brochure……………………………………...99
Figure 4.16 A sample of Tina’s travel brochure    100
Figure 4.17 A sample of Wendy’s travel brochure    101
Figure 4.18 A sample of Nancy’s travel brochure.    101

                                

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