語言教學對管理教育的啟發：過程導向式寫作教學、學習參與度與學習成效的實證

The Inspiration of Language Teaching on Management Education: Empirical Evidence for Relationships Among Process Writing Approach, Learning Engagement, and Learning Outcomes

許多管理相關科系的管理學早已調整為單學期兩學分的課程，但由於管理思維具有一個完整的循環架構，在有限的時間下，不易達成建立管理思考能力的目標。本研究針對單學期兩學分的管理學重新設定明確的教學目標，設計教材內容，導入過程導向式寫作教學法，並以教學法、學習參與度及學習成效提出三項研究假設。經過實際授課並收集相關資料，以迴歸分析驗證假設。結果發現，針對語言教學的過程導向寫作教學法運用於管理教育上，並未發現顯著的直接效果，而學生的自發投入仍是影響學習成效的主要因素。更進一步地，本研究發現在學生的學習參與度及學習成效之間，存在寫作教學法的正向干擾效果。亦即，積極參與寫作教學的同學，其參與學習的努力更能顯著提升學習成效，而未能積極參與寫作教學的同學，其學習的參與度對於提升學習成效的效果則較為受限。以實際教學現場來說，本研究發現，對於學習的自律性較高的同學來說，寫作教學比較能顯著提升其學習效果，因此，管理寫作教學法的教學現場適合度，相當受到學生背景條件的影響。

Many management-related disciplines have already adjusted their management courses to single-semester, two-credit courses. However, due to the comprehensive cyclical nature of management thinking, it is challenging to achieve the goal of developing management thinking skills within limited time. This study redefines clear teaching objectives for single-semester, two-credit management courses, designs teaching materials, introduces process-oriented writing instruction, and proposes three research hypotheses regarding teaching methods, learner engagement, and learning outcomes. Through actual teaching and data collection, the hypotheses are validated through regression analysis. The results indicate that the application of process-oriented writing instruction for language teaching in management education does not show significant direct effects, with student intrinsic motivation remaining the primary factor affecting learning outcomes. Furthermore, the study finds a positive moderating effect of writing instruction between student engagement and learning outcomes. Specifically, students who actively participate in writing instruction demonstrate significantly improved learning outcomes, whereas those who do not show active engagement in writing instruction have limited effects on improving learning outcomes through their engagement. In practical teaching scenarios, the study reveals that for students with higher self-regulation in learning, writing instruction significantly enhances their learning outcomes. Hence, the suitability of management writing instruction in teaching settings is greatly influenced by student background conditions.