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Fostering Learner Autonomy Through Empowering Students in EFL Writing
大一英作課程設計：培養學生學習自主之行動研究
摘要
本文著重於大一英文的寫作課程設計，透過不同的課程重點，旨在探討此類設計是否可培養學生學習自主的態度，鼓勵學生對其學習過程及結果，扮演更主動的角色。此課程設計共有三大特色，第一，學生在學習指定文體後，可自由選擇寫作題目，此乃為提升學生寫作的興趣及投入度。第二，透過老師的批改、回饋及評語，幫助學生達到自我檢討、訂正之目標。第三，此課程強調多稿修改過程，每個文體要求三稿，讓學生透過此機制，學習如何利用老師評語、課外資源，來精進自身的寫作能力。本研究對象為某國立大學應用外語系的大一學生，共14 人。資料蒐集包含一整學年的12個寫作計畫（涵蓋教師回饋評語與學生學習歷程檔案）、學習問卷調查及訪談。研究結果顯示學生透過教師回饋評語、多稿修改機制，大幅提升作文寫作能力，相較於一稿，三稿在架構及內容上更為精進，寫作長度也大幅提升。學生更在此學習過程中，透過選擇自身感興趣的寫作主題、收集資料，培養出高度學習自主，知道如何掌控自己的學習時間、利用教師評語回饋，每週修改文稿、提升自身的寫作能力，並培養強烈的學習責任感，主導自身的學習歷程。論文最後也提出建議及未來的研究方向。
並列摘要
In most EFL countries, teaching composition has remained a challenging area for teachers due to the heavy workload associated with grading students' work, and students' lack of interest and readiness in developing their writing skills. This paper reports on a study that investigated how some new components of a writing course could foster a higher level of learner autonomy among the participating students. The research design focused on giving the locus of control to students so that they could choose topics of their own interest for their essays throughout the two semesters of the writing course. In addition, a process-oriented approach (involving three drafts) was adopted to help students learn how to improve their writing. For each assignment, comprehensive electronic feedback was provided to guide students in revising their essays. The students would turn in the first two drafts for comments and the last draft for a grade. All three aspects (freedom in making writing choices, electronic feedback and the multi-drafting process) were designed to determine if students could learn to take more responsibility in becoming better writers. The data in this study included the drafts of each assignment, a survey on learning attitudes and outcomes, and interviews. Results showed that students took more responsibility for their own learning, invested more time and effort in information collection and revision on the topics of their own choice, and improved their writing performance in terms of both longer word counts and richer content. It is concluded that to foster autonomy in EFL students, both student empowerment and teacher feedback are essential components in the writing course design.