| Acknowledgements | 第7-8页 |
| 摘要 | 第8-9页 |
| Abstract | 第9-10页 |
| Chapter 1 Introduction | 第18-25页 |
| 1.1 Research background | 第18-20页 |
| 1.2 The rationale of the study | 第20-22页 |
| 1.3 Content and significance of the research | 第22-23页 |
| 1.4 An overview of the thesis | 第23-25页 |
| Chapter 2 Literature review | 第25-57页 |
| 2.1 Introduction | 第25页 |
| 2.2 Theoretical basis | 第25-41页 |
| 2.2.1 The evolution of learning theories | 第25-33页 |
| 2.2.2 A review of approaches to writing | 第33-41页 |
| 2.3 Relevant studies done home and abroad | 第41-56页 |
| 2.3.1 A synthesis of TEL ESL/EFL writing teaching research | 第42-52页 |
| 2.3.2 Learning analytics: key to a better understanding of learning | 第52-53页 |
| 2.3.3 The necessity of the present study | 第53-56页 |
| 2.4 Summary | 第56-57页 |
| Chapter 3 Conceptualization of the research | 第57-77页 |
| 3.1 Introduction | 第57页 |
| 3.2 Definitions of the key concepts | 第57-60页 |
| 3.3 Theoretical framework | 第60-68页 |
| 3.3.1 Theoretical starting point: "post-process" writing approach | 第60-62页 |
| 3.3.2 Analyzing framework of MEWLBs:Activity Theor | 第62-64页 |
| 3.3.3 The mode of teaching English writing:blended learning | 第64-67页 |
| 3.3.4 Sum-up | 第67-68页 |
| 3.4 The development of the MEWE | 第68-72页 |
| 3.5 Conceptual framework | 第72-73页 |
| 3.6 The description of MEWLBs | 第73-75页 |
| 3.7 Research routes | 第75页 |
| 3.8 Summary | 第75-77页 |
| Chapter 4 Research Design | 第77-92页 |
| 4.1 Introduction | 第77页 |
| 4.2 Research questions | 第77-78页 |
| 4.3 Participants | 第78页 |
| 4.4 Research instruments | 第78-81页 |
| 4.5 Research procedure | 第81-85页 |
| 4.5.1 General arrangement | 第81页 |
| 4.5.2 Experiment Briefing and Pre-test | 第81-82页 |
| 4.5.3 Learner training | 第82-83页 |
| 4.5.4 Grouping Principles | 第83页 |
| 4.5.5 Selection of the topics | 第83页 |
| 4.5.6 Teaching arrangements | 第83-85页 |
| 4.5.7 Post-test, questionnaire and interview | 第85页 |
| 4.6 Marking scheme | 第85-88页 |
| 4.6.1 A review of previous marking schemes | 第85-87页 |
| 4.6.2 Marking scheme adopted in the study | 第87-88页 |
| 4.7 Methods for data collection and process | 第88-90页 |
| 4.7.1 Data-collectiting methods | 第88页 |
| 4.7.2 Data-processing methods | 第88-90页 |
| 4.8 Summary | 第90-92页 |
| Chapter 5 Results for Research Question One | 第92-115页 |
| 5.1 Introduction | 第92页 |
| 5.2 RQ1-1:What MEWLBs were identifies? | 第92-99页 |
| 5.2.1 Identification of mobile English writing behaviors | 第92-95页 |
| 5.2.2 Statistics of some MEWLBs | 第95-99页 |
| 5.3 RQ1-2: What features did those MEWLBs present? | 第99-114页 |
| 5.3.1 Features regarding learning time | 第99-101页 |
| 5.3.2 Features regarding learning locations | 第101-102页 |
| 5.3.3 Features regarding task response | 第102-104页 |
| 5.3.4 Features regarding learner involvement | 第104-108页 |
| 5.3.5 Features regarding Social networking among learners | 第108-114页 |
| 5.4 Summary | 第114-115页 |
| Chapter 6 Results for Research Question Two | 第115-134页 |
| 6.1 Introduction | 第115页 |
| 6.2 RQ2-1: What were the learning outcomes of those MEWLBs? | 第115-127页 |
| 6.2.1 Learning outcomes measured by test performance | 第115-118页 |
| 6.2.2 Learning outcomes measured by progress in writing skills | 第118-121页 |
| 6.2.3 Learning outcomes measured by progress in language use | 第121-123页 |
| 6.2.4 Learning outcomes measured by affective factors | 第123-127页 |
| 6.3 RQ2-2:Were there any differences among learners? | 第127-132页 |
| 6.3.1 Differences in procedural outcomes among students | 第127-129页 |
| 6.3.2 Differences in test scores among four types of learners | 第129-132页 |
| 6.3.3 Differences in progress in writing skills and emotional factors | 第132页 |
| 6.4 Summary | 第132-134页 |
| Chapter 7 Results for Research Question Three | 第134-168页 |
| 7.1 Introduction | 第134页 |
| 7.2 RQ3-1:What factors affected MEWLBs? | 第134-155页 |
| 7.2.1 The Initial model | 第134-138页 |
| 7.2.2 The coding process and the building of the new model | 第138-154页 |
| 7.2.3 A tentative model of factors influencing MEWLBs | 第154-155页 |
| 7.3 RQ3-2:In what way did those factors affect MEWLBs? | 第155-166页 |
| 7.3.1 Group Topic Clarification and Brainstorming behaviors | 第155页 |
| 7.3.2 Group Language Backup behavior at pre-writing stage | 第155-156页 |
| 7.3.3 Peer Review behavior at after-writing stage | 第156-157页 |
| 7.3.4 Group revision behavior at after-writing stage | 第157页 |
| 7.3.5 Commenting-on-Published-works behavior | 第157-158页 |
| 7.3.6 Decision Tree: giving up submission of individual works | 第158-166页 |
| 7.4 Summary | 第166-168页 |
| Chapter 8 Discussion and implications | 第168-189页 |
| 8.1 Introduction | 第168页 |
| 8.2 Discussion | 第168-183页 |
| 8.2.1 Rules in the MEW community | 第168-170页 |
| 8.2.2 Division of labor in the MEW community | 第170-173页 |
| 8.2.3 The essence of TELL:effectiveness | 第173-176页 |
| 8.2.4 "Fragmented" learning: pros and cons | 第176-178页 |
| 8.2.5 Learner autonomy in TELL environment | 第178-180页 |
| 8.2.6 EFL Teacher development in the TELL context | 第180-182页 |
| 8.2.7 "Post-process" writing in the EFL context of China | 第182-183页 |
| 8.3 Implications for foreign language teaching and learning | 第183-187页 |
| 8.3.1 Roles of writing in pedagogical innovations | 第184-185页 |
| 8.3.2 TELL:A new context for FL teacher development in China | 第185-186页 |
| 8.3.3 TELL in China:problems and the way out | 第186-187页 |
| 8.4 Summary | 第187-189页 |
| Chapter 9 Conclusion | 第189-196页 |
| 9.1 Introduction | 第189页 |
| 9.2 Major findings | 第189-191页 |
| 9.3 Contributions and methodological innovations | 第191-192页 |
| 9.4 Limitations and directions for future research | 第192-196页 |
| 9.4.1 Limitations of the present study | 第192-193页 |
| 9.4.2 Directions for future research | 第193-196页 |
| References | 第196-217页 |
| Appendixes | 第217-239页 |
