為了增進大學讀寫課程的內涵，提升大學生對偏鄉的人文關懷與社會參與，研究者發展了一個8週8單元的「議題融入」中文寫作教學。透過讓大學生認識理解書屋，並將大學生帶入部落書屋與書屋學童互動。本研究以修習「中文閱讀寫作」通識課程78位大一學生為研究參與者，以臺東的兩個書屋為研究場域，而書屋學童參與活動的人數為17人。透過觀察、訪談、學習心得、評分量表等工具蒐集資料進行教學研究。研究結果發現，讀寫課程融入在地偏鄉議題，可培育學生關懷社會的情意動機與行動參與能力；學生可習得人物專訪寫作之能力、企劃發想與溝通表達之能力，最後能執行創意讀寫的行動方案來參與社會。本研究的實踐與成果支持了讀寫課程以「議題融入」方式來參與偏鄉場域的可行性。最後，本研究提出此教學模式所面臨的挑戰與可能的解決方法，提供學界參考。

This study explored the feasibility of using massive open online courses (MOOCs) to teach composition in English writing. We established a themebased English writing composition MOOC to develop an online literature citation teaching model. In addition to resolving the predicaments in existing teaching methods, we hoped to explore students’ satisfaction with the design of the proposed MOOC, their attitude toward peer reviews, and their learning outcomes to understand the feasibility and challenges of MOOCs for teaching composition. The research methodology involved both qualitative and quantitative approaches. Participants were 33 undergraduate students who enrolled in an English composition course in the 2018-2019 academic year. Course design and learning outcomes were examined by analyzing records of their learning history, including after-class questionnaires, online test scores, problem discussions, peer review questionnaires and feedback, and scores of their literature review final drafts. Feedbacks from teachers and student peers were analyzed and compared to explore the feasibility of using peer feedback as an assessment item. The results revealed that: (1) Students were satisfied with the design of the proposed MOOC, particularly with the adoption of the teaching platform Google Classroom for information sharing, collaborative co-editing, and synchronized and asynchronized interaction. The platform addressed limitations in the interaction mode of conventional classroom teaching and effectively increased students’ opportunities to practice composition. (2) Students held a positive attitude toward peer reviews. Peer review training was conducive to guiding students to provide feedback. (3) Formative and summative assessment results both verified that the proposed MOOC effectively enhanced students’ ability to compose literature reviews. This study demonstrated the feasibility of the proposed innovative teaching model for English writing. The study results may serve as references for future course planning.

寫作磨課師、文獻引用、同儕互評、第二語言寫作、學術英文寫作

composition MOOC, literature citation, peer review, second language composition, academic English writing