學生對作文課所感受的不滿──採用TAE Step式質性研究方法之分析

Students' Dissatisfaction with Writing Class: Analysis Adopting the Qualitative Research with TAE Steps

本稿調查分析了學生對作文課時的不滿及不安。調查分析的課程為台灣的大學必修作文課，該課有15名修課同學，採用的教學方法為同儕回饋。實施同儕回饋時一併將修課學生的對話內容加以錄音，同時也收集了同學們的感想文等問卷。錄音內容的文字化資料及問卷為本稿的分析資料，採用了TAE Step式質性研究方法加以分析。分析後獲得的結果，可用5個關鍵語句為主的文章來作總結。最後根據分析所獲得的結果導出採用同儕回饋的作文課時，可減緩同學們不滿的具體改善方案有下列三項：教師要積極介入同儕回饋，同儕回饋初期教師要獎勵同學採用（探索態度），教師要設法促進同學們的人際關係。

This article investigates students' dissatisfaction and anxieties about writing class. 15 JFL students enrolled in a compulsory writing course and participated in peer response at a university in Taiwan. In this study, we used TAE based qualitative approach to analyze transcription of the conversation of the peer response session and questionnaires w ith students' impressions during the course, and the result was described in sentences with 5 keywords. Moreover, the following improvement plans for composition courses with peer response are presented based on the result of analysis: teacher 's interventi on in peer responses, adopting 'exploration stance' in the beginning of the course, and devising to enhance social relationship.