Abstract as per original application
(English/Chinese): |
Writing from sources (WFS) is a crucial ability that university students must acquire in order to gain new knowledge and achieve academic success. Contextualized in the unique background of Hong Kong, where biliteracy and trilingualism are valued, students are expected to select, organize, and connect information from cross-linguistic sources in writing activities using their both L1 (Chinese) and L2 (English) skills. Since previous studies on WFS were seldom conducted in bilingual contexts thus it is less clear on students’process in writing from cross-linguistic sources (WFCS) and related factors influencing students’ performance.
The process of WFCS is essentially complicated as it involves multiple perspectives, multimodality, and translanguaging; thus, the ability to regulate various linguistic and cognitive skills directed to a specific goal—namely, executive function (EF)—is vitally important throughout the perplexing process of writing. Although growing literature has indicated that EF is a significant predictor accounting for students’ individual differences in literacy learning, its role in WFCS has not been studied. Under such a circumstance, this study aims to fulfill an important research gap in the bilingualism research by investigating the effect of EF on students’ performance in WFCS tasks.
An explanatory sequential mixed-methods design will be adopted. A total of 150 undergraduates (year 1 or year 2) will be recruited for a quantitative study to complete a battery of tests, including three EF tests, two computerized WFCS tasks (i.e., write essay in Chinese and English respectively based on materials delivered in both Chinese and English) and tests for controlling variables (e.g., prior knowledge and typing speed). The data collected will be analysed and modeled using SPSS and Mplus. In qualitative session, an additional sample of 20 students will be invited to attend a think-aloud and a stimulated recall interview session. The qualitative data will be used to triangulate the quantitative findings to gain a full understanding of students’writing process and its relationship with EF.
The proposed study has important theoretical and educational implications. Not only will it reveal the effects of important cognitive skills (i.e., EF) on complex literacy skills such as WFCS, it will also enrich our knowledge about tertiary students’ translanguaging writing practices. Furthermore, the innovative research findings will have valuable implications for current literacy pedagogies in Hong Kong, with its anticipated shift from monolingualism to multilingualism. More importantly, the empirical evidence will provide reference for other countries or regions and inject new ideas into multilingual education.
為獲取新知識和取得良好學業成績，大學生們應掌握根據素材寫作（writing from sourcees）這一重要能力。在香港重視兩文三語的獨特背景下，學生需能熟練運用母語（中文）和第二語言（英文）進行寫作，從以不同語言呈現的材料中選擇、組織和連接相關信息。因此，根據素材寫作是學生日常碰到的一種跨語言的寫作實踐。由於過往的素材寫作研究較少在雙語環境中進行，目前學界對學生這種跨語言寫作的寫作過程以及影響學生寫作表現的相關因素還不太清楚。
跨語言寫作的過程頗為複雜，因爲它涉及多角度的角度、多種呈現的模態和跨語言的形式；因此，在整個複雜的寫作過程中，執行功能作為一種因應特定目標調節各種語言和認知技能的機制就變得至關重要。在過往的研究中，許多文獻表明執行功能是造成學生寫作表現個體差異的重要預測因素，但對於執行功能在跨語言的素材寫作中的作用則知之甚少。在此情況下，本研究旨在通過調查執行功能對學生在跨語言素材寫作任務中表現的影響，填補雙語研究中的一個重要空白。
本研究採用探究性順序混合方法設計。計劃招募 150 名香港本地的大學生（一年級或二年級）進行定量研究，他們將完成一系列測試，包括三項執行功能測試、兩項跨語言的素材寫作任務（即根據中英文材料分別用中文和英文撰寫作文）以及控制變量（如先前知識和打字速度）測試。收集到的數據將使用 SPSS 和 Mplus 進行分析和建模。在定性研究中，還將邀請另外 20 名學生參加 "出聲思考 "和 "刺激回憶 "訪談。定性數據將與定量研究結果相互印證，以全面瞭解學生的寫作過程及其與執行功能的關係。
本研究預計將產生重要的理論和教育意義。它不僅能揭示重要認知技能（如執行功能）對複雜讀寫技能（如跨語言的素材寫作）的影響，還能豐富我們對大專學生跨語言寫作實踐的瞭解。此外，隨著香港的語言教學方法越來越注重從單語主義向多語主義轉變，本研究可提供創新性的研究成果，對當前的寫作教學法産生有意義的影響，甚至將爲其他國家或地區提供參考，爲多語言教育提供新的思考方向。
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