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Results indicate positive effects on students’ EFL writing achievement, offering initial guidance for innovative EFL writing teaching design and technology-supported classroom practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/research-on-satire-writing-techniques-taking-a-modest-proposal-as-an-example/350057/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/research-on-satire-writing-techniques-taking-a-modest-proposal-as-an-example/350057.png","ImageObject",442,249,{"name":42,"@type":43},"Rowan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-22",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Which technology-based tools were evaluated for EFL satirical writing?","Question",{"text":63,"@type":64},"The study evaluated four tools: the Concept Map, Open-ended questions, Quizzes, and the Collaborate board.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"In what educational context was the research conducted?",{"text":68,"@type":64},"The study focused on EFL writing in Chinese secondary schools.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about the impact of these learning tools?",{"text":72,"@type":64},"The four technology-based learning tools had positive impacts on secondary students’ EFL writing achievements.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},350057,1791718197,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":136,"language":137,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":12,"update_tm":141,"read_time":30},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","Advances in Social Science, Education and Humanities Research, volume 664  \nProceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)  \nResearch on Satire Writing Techniques: Taking a Modest Proposal as an Example  \nQingshuo Chen 1,†, Yiyue Jiang2,†, Yanfeng Xiao3, *,†  \n1 School of Foreign Studies, Shandong Agricultural University, Taian, Shandong, China  \n2School of English and Communication Studies, Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu, China 3School of Foreign Studies, Northeastern University, Qinhuangdao, Hebei, China  \n*[Corresponding author. Email: yiyue.jiang20@xjtlu.edu.cn](Corresponding author. Email: yiyue.jiang20@xjtlu.edu.cn)  \n†Those authors contributed equally.  \nABSTRACT  \nIn recent years, the integration of technology into classroom teaching has attracted much attention. The use of the Internet broke down many educational barriers and created a student-centered classroom. The present study evaluated the effects of using four technology-based learning tools, namely the Concept map, Open-ended questions, Quizzes, and the Collaborate board, for EFL writing in the context of Chinese secondary schools. The tools were designed and used for teaching and learning satirical writing techniques. As the results indicated, the four learning tools have had positive impacts on secondary students’ EFL writing achievements. The findings are initially anticipated to provide insights for innovative designs of EFL writing teaching paradigms in the chosen context. Also, the study is expected to make contributions to applying technology-based EFL writing pedagogies in classroom teaching practices.  \nKeywords: Writing Techniques, Teaching Design, Concept Map, Open-ended Questions, Quiz, Collaborate board, Innovation, Application Value.  \n1. INTRODUCTION  \nGlobally, students at the secondary educational level learn English as a foreign language (EFL) . However, acquiring English language writing skills is challenging and requires intensive instructions and practice [1] . Despite students are expected to have an equal command of all language skills, writing has a rather limited portion in high school EFL classes [2] . Traditional EFL writing classes consist of input, output, and feedback stages. However, the process usually has low effectiveness. Firstly, the input stage is usually considered as lacking of a mechanism, which makes it hard for language teachers to know exactly how each student masters learning. Secondly, the preheating stage before output is often considered as needing for a process in which students can conduct self-explorations of the extended content of the theme. Also, the feedback stage seems to be less significant as compared to other stages. The EFL classrooms often have only one teacher assessing student works or providing feedback to students, which may lead to subjective assessments. This would limit students’self-improvement. A considerable number of secondary students yield the lowest score in the writing portion of  \nthe English test in the Chinese Gaokao. Many factors contribute to this unique phenomenon such as the large class size, insufficient writing practices, delayed learning feedback, and uneven writing proficiency of language teachers [3] . These factors hinder the development of the EFL writing skills of Chinese secondary school students.  \nInformation technologies have been blended with traditional teaching methods and approaches [4] . There is a growth of technology and internet-based writing practices [5] . Technology-based teaching strategies and instructions have been found effective in improving writing skills [6], such as assisting in error analyses and synchronizing students with feedback and evaluations [7] . However, it remains unclear whether technologybased learning tools have positive effects in EFL writing practices at Chinese secondary schools, since studies on EFL writing at the secondary educational level are scan","cbCaie74lkwWf4pm","https://ap.wps.com/l/cbCaie74lkwWf4pm","pdf",437123,9,"English","# Abstract\n# 1. Introduction\n# 2. Literature Review\n## 2.1 Concept Map","[{\"question\":\"Which technology-based tools were evaluated for EFL satirical writing?\",\"answer\":\"The study evaluated four tools: the Concept Map, Open-ended questions, Quizzes, and the Collaborate board.\"},{\"question\":\"In what educational context was the research conducted?\",\"answer\":\"The study focused on EFL writing in Chinese secondary schools.\"},{\"question\":\"What did the study find about the impact of these learning tools?\",\"answer\":\"The four technology-based learning tools had positive impacts on secondary students’ EFL writing achievements.\"}]","Research on Satire Writing Techniques - Taking a Modest Proposal as an Example | PDF",1790086947]