本研究旨在探討以WebQuest策略融入低年級作文教學對學生在學習動機與學習成效上的影響，並進一步探討WebQuest作文教學實施過程中的省思與修正。 研究者以27位台北市北投區某公立小學低年級學生為研究對象，透過自編之教學設計，配合教師教學觀察日誌、錄影、錄音、學生文章、訪談等質性資料，並搭配動機量表、作文評定量表做前、後測之量化資料，採質量並重的方式進行分析。 經實際教學行動研究後，歸納以下結論：（1）經WebQuest作文課程實施後，學生能順利透過老師提供豐富的網路資源、明確的步驟，並經由小組積極的探討，而在學習動機上有良好的影響。（2）經WebQuest作文課程實施後，學生在「文句表達」、「內容思考」、「組織架構」寫作各項表現均有顯著進步，而在「基本技巧」、「表面效度」兩面向進步較少，但整體而言，WebQuest作文課程確實有助於提升學生寫作整體之成效。（3）最後本研究並依據研究結果提出具體建議，提供未來教學或研究之參考。 This study is aimed to investigate the impact of integrating WebQuest into composition teaching on grade 1 & 2 of elementary students’ learning effectiveness. Further exploration of the difficulties encountered during the integration are discussed as well. A total of 27 grade 1 & 2 of elementary students in a public elementary school in Taipei City Beitou area are chosen as research subjects. Self-edited teaching materials are adopted. Qualitative data including teachers’ observation journals, video and audio recordings, students’ compositions, and interview records are collected. The composition quality evaluation scale is also employed to quantify the pre-test and post-test data. Both qualitative and quantitative data are included in the analysis. The research shows the following conclusions: (1) In the WebQuest integrated writing course, students can follow the resources and procedures provided by teachers and engage in group discussions to accomplish all the tasks assigned; (2) After the implementation of WebQuest integrated writing course, students present significant improvement in ”sentence expression ”, “content thinking”, and “organization and structure” more than in “basic writing skills”, “face validity”. Thus, integration of WebQuest into composition teaching has been proven to enhance the students’ overall writing performance effectively.; (3)As last, the study provides future teaching and research with practical suggestions based on the results of the research.