臺灣大學生對於寫作課程使用策略教學之看法

Taiwanese College Students' Perspectives on the Effectiveness of Strategy-based Instruction in a Writing Course

寫作是一個複雜的過程，大多數的學習者都認為寫作是一項艱鉅的任務。先前的研究指出，第二語言學習者需要得到明確的指導和培訓，以制定適當的寫作策略。因此，本研究旨在了解策略教學在英文寫作課程中如何影響臺灣大學生的寫作表現。本研究中的策略教學包括五個步驟：熱身討論、展示和建模、小組和個人練習機會、分配的寫作任務評估和一對一會議，以及新任務的策略轉移。20名大學生參加了這項個案研究。收集資料包括研究人員的現場筆記、個人訪談和學生反思，並使用三角測量法來分析出現的關注點。研究結果表明，基於策略的教學有可能幫助學習者提高英文寫作能力，透過課堂互動討論培養學生們的批判性思維能力，以及提高他們在語言學習中的自主性。

Writing in a foreign language can be an especially complex process and is felt by most learners to be a difficult task. Previous research pointed out that L2 learners need to be explicitly instructed and trained to develop appropriate strategies for writing. Thus, this study intended to examine how writing instruction focused explicitly on writing strategies impacted Taiwanese college students' writing performance in an EFL context. The strategies involved five steps, which included warm-up discussions, presenting and modeling, both group and individual practice opportunities, one-on-one conferences focused on evaluating assigned writing tasks, and transfer of strategies to new tasks. Twenty EFL undergraduate students participated in this case study. Data sources, including the researcher's field notes, individual interviews, and students' final reflections, were collected, and triangulation was used to analyze the emergent themes and concerns. The results revealed that these EFL college students' writing performance improved when they fully understood how to practice the strategies effectively and transfer new writing skills from one task to another. The qualitative data collected in this study reflected students' critical engagement with the strategies that were being taught and suggest that strategy-based instruction assists learners to improve English writing competence, to foster their critical thinking skills, and to enhance their autonomy in language learning.