擴增實境融合無所不在科技使英語為外語 (English as a foreign language; EFL) 之學習設計更為創新。無所不在學習系統雖能有效輔助情境式教學, 但由於此科技仍鮮少被運用在英語學術寫作教學上，此一研究區塊仍尚待開發 。本研究的目的分兩個層面— (1) 確認大學生對於使用無所不在科技以增進學術寫作之需求, 以及 (2) 比較環境感知無所不在寫作 (Augmented-reality context-aware ubiquitous writing; ARCAUW) 與手機輔助課堂式寫作教學 (mobile-assisted classroom-based writing instruction; MACBWI) 兩種模式之學習成效與經驗。本研究採用比較個案的方式 , 在各個案中實施準實驗設計, 並進行混合式的研究資料蒐集, 獲取前後側, 問卷,半結構式訪談, 活動文物, 及研究者之反思等資料。研究結果證實參與本研究之大學生於無所不在學術寫作之需要, 並顯示比較個案中兩種學習模式之顯著成效, 以及兩者之間無顯著差異, 而深入整合之結果則點出兩種學習模式之利弊。研究者接著整合問卷及訪談結果進行設計本位研究之週期循環 (design-based research cycle), 對擴增實境無所不在學習(augmented-reality ubiquitous learning; ARUL)系統進行重大修改, 產出其進階版本。總括研究成果指出英語為外語之學術寫作課程應採用混成學習 (Blended Learning) 模式結合無所不在寫作系統活動以幫助提升大學生之學術寫作自主性。此研究透露如何在與本研究類似的教學場域中設計並實行大學生無所不在學術寫作。

Context-aware ubiquitous technology such as augmented reality (AR) allows for more creative English as a Foreign Language (EFL) design for learning (DL). Although ubiquitous learning systems can effectively meet contextual learning needs, their application in academic writing remains scant. More research therefore needs to be conducted to gain a comprehensive view of the effect of using ubiquitous technology in academic writing. The purpose of this study was two-fold – first, to identify current EFL undergraduates’ writing needs in relation to context-aware ubiquitous technology, and second, to compare learning outcomes and experiences between two intervention groups — augmented-reality context-aware ubiquitous writing (ARCAUW) and mobile-assisted classroom-based writing instruction (MACBWI). The comparative case study employed mixed method research with a quasi-experimental design, resulting in data triangulation through pre-/post-tests, surveys, semi-structured interviews, artifacts, and researcher’s reflections. Results confirmed the need for ubiquitous writing in the target academic settings, and showed significant writing improvement in both groups with no between-group difference. Further synthesis highlighted the benefits and drawbacks of each intervention mode. A design-based research cycle was also completed with a refinement of the augmented-reality ubiquitous learning (ARUL) system into a second version based on survey and interview findings. Overall results of the study highlight the need to incorporate CAUW in EFL writing instruction in the research context with a blended learning approach to develop EFL writing agency. The study sheds light on how to best design and implement ubiquitous writing at undergraduate levels in similar EFL settings.

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