長久以來，商務英文寫作能力一直被視為台灣應用英語專修生在職場上不可或缺之語言能力。然而，從事商務英文寫作任務所涉及之多重認知需求，對尚未有商務職場經驗之技職院校生而言，似乎是挑戰重重。本研究奠基於社會文化理論，首先期於對當前台灣技職校院教學環境提供一個更豐富之瞭解，次則藉以探索以社會文化理論為本之任務式教學法，能否在這些技職院校生從事商務英文寫作任務時，有效地促使其發展出高階智識能力。本研究採用多重方法之研究法(a multimetod approach)來進行，這些方法包括：(1)分四階段進行之問卷調查法、(2)與共同授課之業師訪談法、(3)學生在四種情境下寫作作品分析、以及(4)學生個別訪談。如研究發現所示，社會文化觀點可以對台灣持續變動之技職院校專業英語教學環境提供一個宏觀之視野。在微觀方面，以社會文化理論為本之任務式教學法，則能藉由不同型態之「社會性介入」(social mediation)，有效涵蓋處於不同「最近發展區」(ZPD)之技職院校生其寬廣之學習需求。透過謹慎設計之任務循環，將「物件調節」(object-regulation)、「他人調節」(other-regulation)、以及學習者「自我調節」(self-regulation) 之理念融入教學活動中，研究中之技職院校生因此能在其從事商務英文寫作任務時發展出個人之高階智識能力。本研究雖受限於行動研究及個案研究之本質，研究發現中所衍生出來之通則，對其他專業英文學習環境依然適用，特別是師生雙方對於共同建構多重認知能力之學習法持有高度熱忱者。

Business English writing ability has long been regarded as an indispensable workplace language skill for applied English majors in Taiwan. However, the multiple cognitive demands involved in taking on business writing tasks seemed to pose various challenges for the pre-experience technical college students in the study. The study was grounded in socialtultual theory (SCT), first to provide an enriched understanding of the current teaching and learning context of technical institutions in Taiwan, and then to explore whether an SCT-informed, task-based teaching approach could effectively facilitate these college students’ higher mental capabilities in engaging in business English writing tasks. A multimethod approach was taken to conduct the study, which included (1) questionnaire surveys at four various learning stages, (2) an interview with the industry teacher who co-taught a course with the researcher, (3) students’ written productions at four various conditions, and (4) interviews with students on their individual ESP development. As the findings showed, a sociocultural perspective could provide a macro-level insight into the ever-changing ESP teaching and learning context of technical universities and colleges in Taiwan. At the micro-level, an SCT-informed, task-based teaching approach could effectively accommodate the wide-ranging needs of the college learners who were at different zones of proximal development (ZPDs) through various types of social mediation. By following a carefully designed task cycle which integrates object-regulation, other-regulation, and the learner’s self-regulation into the pedagogical activities, the college learners in the study seemed to have been able to develop their higher mental capabilities when engaging in business English writing tasks. Even though the study was limited by its nature both as an action research and a case study, the implications resulting from the findings can be generalized to other ESP learning contexts where the teacher and learners are interested in collaboratively constructing learners’ multiple cognitive abilities.

TABLE OF CONTENTS
Acknowledgements                                          i
Chinese Abstract                                         ii
English Abstract                                        iii
Table of Contents                                        iv
List of Tables	        		               viii
List of Figures                                          ix
List of Appendices                                      x
CHAPTER ONE: INTRODUCTION                                  1
1.1 Background and Motivation	                           3
1.2 Statement of the Problem		                   5
1.3 Purpose of the Study	                           7
1.4 Research Questions			                   8
1.5 Significance of the Study 		                   9
1.6 Definition of Key Terms  		                  10
CHAPTER TWO: REVIEW OF THE LITERATURE		          13
2.1 Sociocultural Theory and Second Language Development  13
2.1.1 Origin of sociocultural theory and its core constructs                                                14
2.1.2 Tasks in sociocultural SLA and Activity Theory	  18
2.2 A Sociocultural Perspective on Needs Analysis in ESP  21
2.2.1 Needs analysis in ESP course design		  21
2.2.2 What might be lacking in needs analysis from a SCT perspective?                                              22
2.2.3 Learners’ lacks in light of their varied ZPDs	  24
2.3 Business English Writing Tasks and ESP Development	  25
2.3.1 Why using tasks to mediate learners' ESP development?                                              26
2.3.2 Task implementation procedures	   		  28
2.3.3 Assessing ESP development through tasks 		  36
2.4 Approaches to the Teaching of Business English Writing	                                                  39
2.4.1 Traditional teaching approaches in the ESP literature				                  40
2.4.2 What can we learn from second language writing pedagogy?		                                  41
2.4.3 Alternative teaching approaches with different pedagogical foci                                          43
2.4.4 A task-based approach 			          46
2.5 Summary						  47
CHAPTER THREE: METHOD		                          48
3.1 The Pilot Study				          48
3.1.1 Participants and the context description	          48
3.1.2 Methods and procedures	                          49
A. Baseline writing samples by the participants           50
B. A mini-questionnaire survey on the participants        51
C. Pre-writing context analysis                           52
D. Opening and closing sentences writing practice 	  52
E. A questionnaire survey on the three classes of the four-year college program		                  53
3.1.3 Preliminary results and implications of the pilot study 53
A. Results from the writing samples		          55
B. Results from the mini-questionnaire survey 		  57
C. Results from the pre-writing context analysis 	  59
D. Results from the opening and closing sentences writing practice 59
E. Results from the questionnaire survey on the three classes of the four-year college program	          60
3.1.4 Summary   				          62
3.2 The Main Study			                  64
3.2.1 Description of the Context		          65
A. Regulations for graduation requirements		  65
B. First-year’s execution of the graduation requirement  66
C. Second-year’s execution of the graduation requirement 66
D. Third-year’s execution of the graduation requirement  67
E. Three different classes of students with a team of instructors                                             68
3.2.2 Theoretical Framework				69
3.2.3 Participants				        74
3.2.4 Instruments					76
	A. Questionnaire surveys on the students        76
	B. Interview with the industry teacher		77
	C. Students’ written productions		77
        D. Interviews with the students	                78
3.2.5 Procedures					78
A. The procedure taken for the four questionnaire survey on the students 78
B. Interview procedure taken with the industry teacher  79
C. The procedure taken for collecting the Students’ written productions  80
D. Interview procedure taken with the students          82
3.2.6 Scoring method and criteria						 84
3.2.7 Data Collection and Data Analysis			 85
CHAPTER FOUR: RESULTS				          		 86
4.1 Needs analysis and the students’ perspective as reflected from the questionnaire results collected at various stages	 86
4.1.1 Results from the pre-course questionnaire survey	 86
4.1.2 Results from the mid-term questionnaire survey	 89
4.1.3 Results from the post-course questionnaire survey	 90
4.1.4 Results from the post-certification-test survey	 92
4.1.5 Summary of the four questionnaire results		 95
4.2 Responses from the interview with the industry teacher	96
4.3 Analysis on the students’ written productions at various stages   	        103
4.3.1 Analysis on the written productions delivered at the mid-term exam  	103
4.3.2 Analysis on the written productions delivered at the final exam	    105
4.3.3 Analysis on the written productions delivered at the certification test 	106
4.3.4 Analysis on the written productions delivered two months after the certification test 108
4.3.5 Analyses on the writing development across various phases		    109
4.3.6 Summary of the results from the students’ written productions		114
4.4 Students' individual ESP development as reported in the interviews   114
4.5 Summary					        129
CHAPTER FIVE: DISCUSSIONS AND CONCLUSION 		132
5.1 Discussions						133
5.2 Pedagogical Implications				142
5.3 Limitations of the Study				146
5.4 Suggestions for Future Research			147
REFERENCES 													149
APPENDICES												   	159


LIST OF TABLES
Table 1 Criteria Used in the Study for Grading a Business Writing Task 54
Table 2 Phases and Conditions for the Students' Written Productions 81
Table 3 Analysis with One-sample Test on the Mid-term Questionnaire Results 90
Table 4 Analysis with One-sample Test on the Post-course Questionnaire Results 91
Table 5 Analysis with One-sample Test on the Post-certification-test
Questionnaire Results 93
Table 6 Mean Scores of Mid-term Writing Test by the Whole Class 104
Table 7 Mean Scores of Mid-term Writing Test by the Three Classes 105
Table 8 Mean Scores of the Writing Test on Final Exam by the Three Classes 106
Table 9 Mean Scores of the Writing Task on the Certification Test by the
Two Raters 107
Table 10 Mean Scores of the Writing Task on the Post-Certification Test by
The Two Raters 108
Table 11 List of Analyses on the Writing Performances across Continuous Phases 110
Table 12 Writing Development from the Mid-term Exam to Final Exam 111
Table 13 Paired Samples Test on the Scores by the Researcher on the
Certification Test and the Post-Certification Test 112
Table 14 Paired Samples Test on the Scores by the Industry Teacher on the
Certification Test and the Post-Certification Test 113
Table 15 Distribution of the Students' Grades on the Certification Test 115
Table 16 General Information about the Student Interviewees 117
Table 17 Positive Responses to the Group-based Learning Experience 118
Table 18 Negative Responses to the Group-based Learning Experience 119
Table 19 Special Notes the Student Interviewees 120

LIST OF FIGURES
Figure 1 Pre-task activity 72
Figure 2 A Writing Task Cycle at the During-Task Phase 73
Figure 3 A Sociocultural Perspective on the ESP Teaching and Learning
Context in the Technical Education in Taiwan 146

REFERENCES

Acar, A. (2006). Models, norms and goals for English as an international language pedagogy and task based language teaching and learning. Asian EFL Journal, 8(3), 174-191.
Anton, M. (1999). The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom. The Modern Language Journal, 83(3), 303-18. 
Artigal, J. (1992). Some considerations on why a new language is acquired by being used. International Journal of Applied Linguistics, 2, 221-240.
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.  
Bachman, L., & A. Palmer. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Baker, D. (1989). Language testing: A critical survey and practical guide. London: Edward Arnold. 
Bhatia, V. (2002). Applied genre analysis: A multi-perspective model. Iberica: Revista De La Asociacion Europea De Lenguas Para Fines Especificos (AELFE), (4), 3-19.
Breen, M. (1989). The evaluation cycle for language learning task. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University Press.
Brindley, G. (1994). Task-centred assessment in language learning: The promise and the challenge. In N. Bird, P. Falvey, A. Tsui, D. Allison, & A. McNeil (Eds.): Language and Learning. Hong Kong: Hong Kong Institute of Language in Education, Hong Kong Education Department.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks, second language learning, teaching and testing. Harlow: Longman.
Bygate, M. (2012). Task as work space for language learning and teaching. In Selected Papers from 2012 The Twenty-first International Symposium on English Teaching (pp.26-33). Taipei: Crane.
Cast, B. M. D. (1939). The efficiency of different methods of marking English composition. British Journal of Educational Psychology, 9(1), 257-269.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In Kozulin, A., Gindis, B., Ageyev., V. S., & Miller, S. M. (Eds.), Vygotsky’s educational theory in cultural context (pp. 39-64). Cambridge: Cambridge University Press.
Chang, C. (2012). A qualitative study of social-cognitive strategies in L2 peer review. In Selected Papers from 2012 The Twenty-first International Symposium on English Teaching (pp.171-188). Taipei: Crane.
Chen, Y. L. & You, Y. L. (2010). A study on EFL university students’ draft-revision strategies. In Selected Papers from 2010 The Nineteenth International Symposium on English Teaching (pp.243-254). Taipei: Crane.
Crookes, G. (1986). Task classification: A cross-disciplinary review. Technical Report No. 4. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Haiwaii.
Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.27-50). Oxford: Oxford University Press.
Dornyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Douglas, D. (2000). Assessing languages for specific purposes. Cambridge: Cambridge University Press.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
Dunn, W. E., & J. P. Lantolf. (1998). Vygotsky’s zone of proximal development and Krashen’s i+ 1: Incommensurable constructs; incommensurable theories. Language Learning, 48, 411-412.
Estair, S., & Zanon, J. (1994). Planning classwork: A task based approach. Oxford: Heinemann.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45.
Feez, S. (1998). Text-based syllabus design. Sydney: Mcquarie University/AMES.
Feng, M. C. (2009). Cooperative learning in a Taiwanese classroom: Turning failure into success. In Selected Papers from the Eighteenth International Symposium on English Teaching. Taipei: Crane.
Ferris, D. R. & J. S. Hedgcock. (2005). Teaching ESL composition: Purpose, process, and practice, 2nd edition. New Jersey: Lawrence Erlbaum Associates.
Flower, L. (1985). Problem solving strategies for writing, 2nd ed. San Diego: Harcourt Brace Jovanovich.
Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course, 3rd edition. New York: Routledge.
Globish. (2012). Definition of globish on Wikipedia. Retrieved on September 2012 at http://en.wikipedia.org/wiki/Globish.
Goldstein, A. A., & Carr, P. G. (1996). Can students benefit from process writing? NAEPfacts, 1(3), n3.
Harre, R. (1995). Discursive psychology. In J. A. Smith, R. Harre, & V. Langenhove (Eds.), Rethinking psychology (pp.143-159). London: Sage.
Hartog, P. J., Rhodes, E. C., & Burt, C. L. (1936). The marks of examiners. London: Macmillan.
Holliday, A., & Cook, T. (1982). An ecological approach to ESP. In Issues in ESP (pp.123-143). Lancaster Practical Papers in English Language Education 5. Lancaster: Lancaster University Press. 
Huang, P. C. (2007). A metacognitive approach to the task demands encountered in business English writing. In In Selected Papers from the Sixteenth International Symposium on English Teaching (pp.255-265). Taipei: Crane.
Hyland, K. (2011). Genre teaching: What’s in it for me? In Selected Papers from the Twentieth International Symposium on English Teaching (pp.40-50). Taipei: Crane.
Ingram, E. (1970). Report on the marking of English composition, mimeo. University of Edinburgh, Linguistics.
Johnson, D. W., & Johnson, R. T. (1994). The new circles of learning: Cooperation in the classroom and school. Alexandria: Association for Supervision and Curriculum Development.
Jong, I. J. (2006). ELL teachers’ perceptions of task-based language teaching: With a focus on Korean secondary classroom practice. Asian EFL Journal, 8(3), 192-206.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pearson.
Krashen, S. (1985). The input hypothesis. London: Longman.
Krashen, S. (1994). The input hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp.45-77). London: Academic Press.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.1-26). Oxford: Oxford University Press.
Lantolf, J., & Appel, G. (1994). Theoretical framework: An introduction to Vygotskian perspectives on second language research. In J. Lantolf, & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 1-32). Connecticut: Ablex Publishing.
Lee, J. (2000). Tasks and communicating in language classrooms. Boston: McGraw-Hill.
Lin, B. (2006). Genre-based teaching and Vygotskian principles in EFL: The case of a university writing course. Asian EFL Journal, 8(3), 226-248.
Lingley, D. (2006). A task-based approach to teaching a content-based Canadian studies course in an EFL context. Asian EFL Journal, 8(3), 122-138.
Leontiev, A. N. (1978). Activity, consciousness, and personality. Prentice Hall.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243-249.
Liu, E. Z., Lin, S. S., Chiu, C., & Yuan, S, (2001). Web-based peer review: The learner as both adapter and reviewer. IEEE Transactions on Education, 44, 246-251.
Long, M. H. (1981). Input, interaction, and second-language acquisition. Annals of the New York Academy of Sciences, 379(1), 259-278.
Long, M. H. (1983). Native speaker/non-native speaker conversation in the second language classroom. TESOL, 82, 207-225.
Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In Hyltenstam, K., & Pienemann, M. (Eds.), Modelling and assessing second language acquisition. 18, 77-99. Clevedon: Multilingual Matters.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Witchie, & T. Bhatia (Eds.): Handbook of Second Language Acquisition (pp. 413-468). San Diego: Academic Press.
Lougheed, L. (2002). Business correspondence: A guide to everyday writing, 2nd edition. Pearson Education.
Matsuda, P. K., & Silva, T. (Eds.). (2005). Second language writing research: Perspectives on the process of knowledge construction. New Jersey: Lawrence Erlbaum Associates.
McDonough, K., & Chaikitmongkol, W. (2006). Teachers’ and learners’ reactions to a task-based EFL course in Tailand. TESOL Quarterly, 41(1), 107-132. 
McNamara, T. (1996). Measuring second language performance. London: Longman.
Min, H. Z. (2008). Reviewer stances and writer perceptions in EFL peer review training. English for Specific Purposes, 27, 285-305.
Morrow, K. (1979). Communicative language testing: Revolution or evolution? In C. Brumfit, & K. Johnson (Eds.), The Communicative approach to language teaching (pp. 143-59). Oxford: Oxford University Press.
Newton, J. (2001). Options for vocabulary learning through communication tasks. ELT Journal, 55(1), 30-37.
Nunan, D. (1989). Designing tasks for communicative classroom. Cambridge: Cambridge University Press.
Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle.
Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal, 8(3), 12-18.
Nunn, R. (2006). Designing holistic units for Task-based teaching. Asian EFL Journal, 8(3), 69-93.
Oxford, R. L. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-121.
Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and the (re)construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.155-178). Oxford: Oxford University Press.
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Putnam, J. W. (Ed.) (1993). Cooperative learning and strategies for inclusion. Baltimore: Paul H. Brookes Publishing Co. 
Richards, J., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman.
Robinson, P. (1991). ESP today: A practitioner’s guide. Hemel Hempstead: Prentice Hall International.
Roebuck, R. (2000). Subjects speak out: How learners position themselves in a psycholinguistic task. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 79-95). Oxford: Oxford University Press.
Rutherford, W. (1987). Second language grammar: Learning and teaching. London: Longman.
Sharples, A. (2001) How to Pass English for Business, First Level (3rd ed.). Kent, UK: London Chamber of Commerce and Industry Examinations Board. 
Silva, T. (2005) On the philosophical bases of inquiry in second language writing: Metaphysics, inquiry paradigms, and the intellectual zeitgeist. In P. K. Matsuda, & T. Silva, (Eds.), Second language writing research: Perspectives on the process of knowledge construction (pp.3-16). New Jersey: Lawrence Erlbaum Associates.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.
Skehan, P., Xiaoyue, B., Qian, L., & Wang, Z. (2012). The task is not enough: Processing approaches to task-based performance. Language Teaching Research, 16(2), 170-187.
Stoller, F. L. (2010). Meet your ESP students’ needs with a read-analyze-write approach. In Selected Papers from the Nineteenth International Symposium on English Teaching (pp.74-84). Taipei: Crane.
Streb, C. (2010). Exploratory case study. In A. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 373-375). Thousand Oaks, CA: Sage. 
Swain, M. (1995). Three functions of output in second language learning. In G. Cool, & B. Seidlhofer (Ed.), Principle and practice in applied linguistics: Studies in honour of HG Widdowson (pp. 125-144). Cambridge: Cambridge University Press.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
Swain, M., Kinnear, P., & Steinman, L. (2011). Sociocultural theory in second language education : An introduction through narratives. Bristol: Multilingual Matters.
Swales, J. M. (1985). Episodes in ESP. Oxford: Pergamon Press.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Sykes, J. (2010). Task based learning: A successful model for communicative English language instruction. In Selected Papers from the Nineteenth International Symposium on English Teaching (pp.401-410). Taipei: Crane.
Taylor, S. (1998). Gartsides’ Model Business Letter and Other Business Documents (5th ed.). Harlow: Prentice Hall.
Tellis, W. (1997). Application of a case study methodology. The Qualitative Report, 3(3).
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Weir, C. J. (1990). Communicative language testing. Wilshire: Prentice Hall.
Wertsch, J. V., Minick, N., & Arms, F. A. (1984). The creation of context in joint problem-solving. In B. Rogoff, & J. Lave (Eds.) Everyday cognition: Its development in social contexts. Cambridge, MA: Harvard University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
Wiseman, S. (1949). The marking of English composition in grammar school selection. British Journal of Education Psychology, 19(3), 200-209.
Xu, Y. (2007). Re-examining the effects and affects of electronic peer reviews in a first-year composition class. The Reading Matrix, 7(2), 1-21.
Yin, R. (1993). Applications of case study research. Newbury Park, CA: Sage Publishing.	
You, Y. L. (2008). How to teach English writing metacognitively in Taiwan EFL classroom. SPECTRUM: NCUE Studies in Language, Literature, Translation, and Interpretation, 2, 121-141.
You, Y. L. (2009). Enhancing EFL writers' metacognitive awareness of writing strategy in English Writing. SPECTRUM: NCUE Studies in Language, Literature, Translation, and Interpretation, 5, 69-87.
Yuan, H. C. & Teng, H. C. (2010). A study of task types in new TOEIC writing test. In Selected Papers from the Nineteenth International Symposium on English Teaching (pp.502-514). Taipei: Crane.
Zamel, V. (1987) Recent research on writing pedagogy. TESOL Quarterly, 21(4), 697-715.
中文文獻
技職再造-技專校院遴聘業界專家協同教學作業參考手冊 [Renovating the technical and vocational education—An operation manual for technical universities and colleges to invite industry experts as co-teachers]。(2010)。教育部技職司技職 [Division of Technical and Vocational Education, Ministry of Education]。(English translation by the researcher) Retrieved on Sept. 8, at http://www.iaci.nkfust.edu.tw/download/02_%E6%
A5%AD%E5% E5%B8%AB%E5%8F%83%E8%80%83%E6%89%8B%E5%86%
8A990223.pdf。
林海清 (Lin, H. C.)。(2006)。少子化效應對技職教育發展之衝擊與因應策略 [The impact of the low birth rate on the development of technical and vocational education and the coping strategies]。教育研究月刊 [Educational Research Monthly] ，151，32 - 45。(English translation by the researcher)
林麗紅、林幼雀、楊淑雯 (Lin, L. H., Lin, Y. C., & Yang, S. W.)。(2013)。技職院校與普通大學通識教育實施之差異 [The differences in general education for technical and vocational schools and for general universities.] 。通識在線第四十六期。[General Education Online, 46]。Retrieved on August 18, 2013, http://www.chinesege.org.tw /geonline/html/modules/smartsection/item.php?itemid=309. (English translation by the researcher)
曾瑞譙 (Tseng, J. C.)。(2006)。大專技職校院面對“出生率降低”的學校經營管理壓力與因應之道 [The pressure and coping measures of school operation and management for the technical universities and colleges in the face of decreasing birth rate]。學校行政 [School Administration]，310-325。(English translation by the researcher)
曾瑞譙、張文軫、郭姿秀 (Tseng, J. C., Chang, W. J., & Kuo, T. H.)。(2009)。少子化對技專校院經營管理壓力與因應策略之分析 [A Study on the management pressure and coping strategy under the decreasing birth rate at technological college and Junior college in Taiwan]。教育研究與發展期刊，第5卷第3期 [Journal of Educational Research and Development Monthly, 5(3)]。
蔡明學 (Tsai, M. S.)。(2007)。我國大專校院學生素質之探究 [A study on the quality of  university and college students in Taiwan]。研習資訊 [Information for Professional Development]，第24卷第3期，135-143。(English translation is by the researcher.)
羅綸新 (Lwo, L. S.)。(2007)。台灣少子化現象對高等教育之衝擊與挑戰 [The impact and challenge of low birth rate on the higher education in Taiwan] 。教育資料與研究雙月刊 [Educational Information and Research Bimonthly]，74，133-150。(English translation by the researcher)