View in EDS PDF Full Text

Affordances and Influences of Multiple Technologically-Stimulated Recognitions for EFL Descriptive Writing in Authentic Contextual Learning

Saved in:
Bibliographic Details
Title: Affordances and Influences of Multiple Technologically-Stimulated Recognitions for EFL Descriptive Writing in Authentic Contextual Learning
Language: English
Authors: Wu-Yuin Hwang, Nguyen Van Giap, Chi-Chieh Chin
Source: Educational Technology & Society. 2024 27(2):165-182.
Availability: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 11
Descriptors: English (Second Language), Descriptive Writing, Second Language Learning, Educational Technology, Technology Uses in Education, High School Students, Vocational Schools, Accuracy, Word Recognition, Grade 11, Academic Achievement, Student Behavior, Influences, Photography, Geographic Location, Second Language Instruction, Foreign Countries
Geographic Terms: Taiwan
DOI: 10.30191/ETS.202404_27(2).RP06
ISSN: 1176-3647
1436-4522
Abstract: Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR) respectively could be beneficial for EFL descriptive writing concerning enriching lexical language resources, developing writing ideas, and the others. This study investigated the influences of multiple recognitions and their affordances for EFL descriptive writing in authentic context learning via their generations and usages. An experiment had been conducted for twelve weeks in a vocational high school in Taiwan. Three tests, 1291 essays, and open-ended questionnaires were collected and analyzed. The results revealed that multiple recognitions in the context improve the reasoning, organization, communication, and convention aspects of EFL descriptive writing. Although the ITR affordance is less than TSTR, it significantly influences the appropriate vocabulary usage, the detailed content developments, and the various sentence elaboration of the writing. The TSTR affordance is better than the other recognitions because of its convenience for making more sentences; however, it does not immediately influence EFL descriptive writing. The LTR affordance is similar to ITR, and it can be useful for the usage of other recognitions concerning the direction of the general ideas, main subjects, and related objects addressed in the writing. Although the recognition accuracy needs to be improved, the integration of multiple recognitions has big potential and should be widely applied for EFL writing considering the affordances and significant influences.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421746
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH8zX0XLfis8xyrt4eQloH7AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGHwea7G5OjGD-rhyAIBEICBm-FJ0szZOrl42HIAtyHOFzmoLDwS5IlFE1JOdecJkMcDrycQJzZ7IqbMp9R3oY_tog6aCQsNK9rfGzAjwgTrMG-npA378ck1O_Xac-PPsYzRBJq5mT4dOwNfbsoQwGCRJ46aIgjJsWfk62auSrvg2oJnZzsHdacNgdGarL3PEswNFhnMpzeRjRDb8HVSxrl_h4LXe0lAtbOg_5QF
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1421746
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Affordances and Influences of Multiple Technologically-Stimulated Recognitions for EFL Descriptive Writing in Authentic Contextual Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wu-Yuin+Hwang%22">Wu-Yuin Hwang</searchLink><br /><searchLink fieldCode="AR" term="%22Nguyen+Van+Giap%22">Nguyen Van Giap</searchLink><br /><searchLink fieldCode="AR" term="%22Chi-Chieh+Chin%22">Chi-Chieh Chin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2024 27(2):165-182.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+Writing%22">Descriptive Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Schools%22">Vocational Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Photography%22">Photography</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.30191/ETS.202404_27(2).RP06
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1176-3647<br />1436-4522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR) respectively could be beneficial for EFL descriptive writing concerning enriching lexical language resources, developing writing ideas, and the others. This study investigated the influences of multiple recognitions and their affordances for EFL descriptive writing in authentic context learning via their generations and usages. An experiment had been conducted for twelve weeks in a vocational high school in Taiwan. Three tests, 1291 essays, and open-ended questionnaires were collected and analyzed. The results revealed that multiple recognitions in the context improve the reasoning, organization, communication, and convention aspects of EFL descriptive writing. Although the ITR affordance is less than TSTR, it significantly influences the appropriate vocabulary usage, the detailed content developments, and the various sentence elaboration of the writing. The TSTR affordance is better than the other recognitions because of its convenience for making more sentences; however, it does not immediately influence EFL descriptive writing. The LTR affordance is similar to ITR, and it can be useful for the usage of other recognitions concerning the direction of the general ideas, main subjects, and related objects addressed in the writing. Although the recognition accuracy needs to be improved, the integration of multiple recognitions has big potential and should be widely applied for EFL writing considering the affordances and significant influences.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1421746
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1421746
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.30191/ETS.202404_27(2).RP06
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 165
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Descriptive Writing
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Vocational Schools
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Photography
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Affordances and Influences of Multiple Technologically-Stimulated Recognitions for EFL Descriptive Writing in Authentic Contextual Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wu-Yuin Hwang
      – PersonEntity:
          Name:
            NameFull: Nguyen Van Giap
      – PersonEntity:
          Name:
            NameFull: Chi-Chieh Chin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1176-3647
            – Type: issn-electronic
              Value: 1436-4522
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Technology & Society
              Type: main
ResultId 1