本研究旨在了解科技大學學生如何透過同儕評量，辨識並修正文稿，以提升英文寫作的成效。本研究以科技大學23位學生為研究對象，採社會建構論的觀點，設計為期20週的英文寫作課程，學生必須根據學習清單給予同儕回饋，並透過回饋意見修正自身文稿。 根據研究結果，本研究獲致以下結論：一、同儕互評有助於提升學生的英文寫作成績，達統計上的顯著水準，尤以低分組學生進步幅度最大；二、學生在用字／格式層面給予回饋的比例最高；三、高分組不僅能指出同儕在用字／格式層面的錯誤外，尚能進一步提出具體的修改意見；四、中分組在評論時細心度較佳，特別是在文法層面錯誤的檢核優於高分組；五、學生對於回饋意見的正確性達九成以上。根據上述結論，本研究據以提出有關英文寫作教學與後續研究的建議。
This study aims to investigate the effectiveness of peer evaluation on sophomore English writing for vocational college students. Twenty-three students participated in the English writing course for eighteen weeks, and the Theory of Social Constructivism was applied in the class as well. Besides lecturing and discussing, the instructor had to teach students how to offer feedback according to peer evaluation and moreover, to revise drafts with the feedback offered by their partners. According to research results, the conclusions are synthesized as follows: 1. Significant differences were found between the pretest and posttest scores in this class, and the low score group advanced the most. 2. Among different feedback categories, wording/formatting was the one in which students responded most no matter what group they belonged to. 3. High score group could not only indentify the mistakes in partners' writings, but also offer concrete suggestions. 4. Middle score group was more careful than high score group about details especially in grammatical level. 5. The accuracy of student correction based on partners' feedback reached ninety percent. Finally, some recommendations and suggestions are provided for English writing instruction and future research.
