透過英文閱讀提升大學生英文摘要寫作能力：文類分析與過程性寫作之教學整合與Moodle平台應用

Enhancing Taiwanese Undergraduates’Summary Writing through Reading Comprehension: Integrating Genre Pedagogy and Process Writing in a Moodle-supported Setting

學術性摘要寫作對於評估學生閱讀理解與綜合敘述能力養成極為重要。本研究探討在Moodle教學管理系統支持下，整合文類分析與過程性寫作兩種教學法對大學生學術性摘要寫作能力的訓練效果。研究包括閱讀說明文和計畫綱要、擬稿、同儕互評及教師指導，旨在強化學生的閱讀理解和英文摘要撰寫能力。研究採用量化研究方法評估學生的內容理解、摘要語言適切性、語句組織、轉述技巧和句構與單字運用能力。為提升研究信度，學生與寫作完成後，進行自我評估，表述個人學習狀況與需求。研究顯示，結合文類分析與Moodle應用的混成教學法顯著提升學生學術性摘要寫作表現。最後討論研究限制、貢獻，並提供教學與教育工作者寶貴指引，期望增進學習環境，提升大學生學術寫作能力。

Summary writing is crucial in assessing students’reading comprehension and synthesis of source materials into written text. This study investigated the effectiveness of integrating genre-based and process-based approaches in enhancing Taiwanese university students’expository summary writing skills within a blended learning environment facilitated by Moodle. The integration aimed to strengthen students’textual understanding and summarization abilities through structured genre instruction and iterative writing processes involving planning, drafting, peer and teacher review, and revision. The research questions explored whether this integrated approach improved students’summary writing and how students perceived this approach in a blended learning context. The study utilized qualitative and quantitative assessments to measure improvements across dimensions such as content understanding, register appropriacy, idea flow, paraphrasing skills, and language use. Findings revealed that the pedagogical integration positively impacted students’summary writing performance, providing valuable insights and existing constraints for educators hoping to enhance undergraduates’academic writing through technology-enhanced learning environments.