本研究旨在探討︰「對話週記」對提升台灣大學生英文寫作品質之效能影響。師生或同儕間的日誌或週記在近年來已逐漸被應用於語文教學，然而之前的研究多處於全英語環境、學生年齡層較低、小規模個案實驗、或涉及文法批改，因此對話週記對提升本地大學生英文寫作品質之研究實屬必要。 本研究進行於九十八學年度，對象為台北市某私立大學80位修習「大一英文」的新鮮人，分配成兩個實驗組和一個對照組，為擴大其研究範圍，兩個實驗組分別以「紙本」和「電子郵件」的方式進行，在一學年內撰寫24篇週記和老師進行文字溝通，而對照組則不需寫週記，全體學生在實驗開始和結束時各進行一次全民英檢寫作模擬測驗以供分析。在質性分析方面︰研究者比較兩組的週記內容，並透過問卷調查及課後訪問，以歸納出同異點和寫作特性。在量性分析方面︰以SPSS（t-test和ANOVA）對前後測和各組差異進行統計分析；以ESL Composition Profile分析寫作品質，以T-unit Analysis查驗寫作量和正確度變化；以SLWAI第二語言寫作焦慮量表（身體焦慮、逃避行為、認知焦慮）、TAS考試焦慮量表、自製問卷調查焦慮變化。 而研究結果顯示︰（一）實驗組寫作分數稍有提升，寫作品質之「內容」和「組織」顯著提升，寫作長度及速度增加；（二）紙本組、電郵組進步幅度相似，但前者的寫作品質和參與程度稍高；（三）實驗組身體焦慮及電郵組考試焦慮均下降；（四）實驗組練習寫作機會及興趣增加。結果證明透過對話週記這類功能性語言的持續練習，將有效改進台灣新鮮人的某些寫作品質，建議可將它當成回家作業或課外活動輔助一般教學，然而每週篇幅不宜過長，題目、內容也該較有彈性，以免增加師生們額外負擔產生反效果。 This study aims to investigate the impacts of paper and electronic “dialogue journals” on Taiwanese university students’ writing quality improvement. The popularity of dialogue journal writing has gradually risen in recent years, with past studies mostly focusing on an EFL setting, relatively young learners, small-scale cases, or grammar correction. So it is valuable for teachers to examine its role in Taiwan’s university English education. This study was conducted in the Academic Year 2009-2010. The participants were 80 freshmen from two “Freshman English” courses at a private university in Taipei City. They were divided into two experimental groups (“Paper-based” group and “E-mail” group) and one control group (“Non-journal” group). All the journal writers had to compose 24 entries throughout the academic year-long project. For qualitative analysis, the researcher studied their entries through content analysis, questionnaire survey, and interview to search for similarities and differences. For quantitative analysis, statistical significance tests on their writing test scores were calculated through SPSS (t-test & ANOVA). The researcher also measured their writing improvement and anxiety change through ESL Composition Profile, T-unit Analysis, two anxiety scales, and a questionnaire survey. After a year of practice, the study results showed that: (a) The writers’ GEPT scores slightly improved, and their writing quality significantly improved in terms of “Content” and “Organization.” (b) The “Paper-based” group outperformed the other groups and had better participation and writing attitudes. (c) Paper and online journal writers’ “somatic anxiety” and online journal writers’ test anxiety slightly reduced. (c) Such practice successfully increased the writers’ weekly practice volume as well as opportunity for functional language use. The results prove that such practice is able to improve Taiwanese university freshmen’s overall writing scores slightly and certain writing qualities significantly. The researcher recommends it as an extracurricular activity to enhance regular instruction. However, the length of each entry should not be too long, and topic selection should be more flexible, so as not to increase teachers’ and students’ burden or even cause a negative reaction.
