本研究針對臺灣省高級中學英文教師進行訪談，目的在於釐清目前高級中學英文科教師對於英語寫作教學的認知，期望能夠指出英語教學界(TESOL)與教育界之間實際存在的差距以提供具體的改善建議，並希望能夠為臺灣省各高級中學之英文科教師發聲，將其困擾、瓶頸與期待反映出來，提供給教育相關單位、國內外英語教師以及英語教學研究者作為參考。實驗起於2008年十月，迄於2009年六月，主要以紙本問卷形式進行訪談，受試者為來自十五所台北縣市高級中學共一百零六位英文科教師參與訪談。研究結果如下:
(一)即便今日電腦、網路高度普及，逾半數受訪教師表示並不常使用電腦科技來輔助英文寫作教學。電腦科技的低使用率之首要原因為受訪教師沒有時間使用，次要原因為受訪教師不懂電腦，並有少數受訪教師表示因擔憂學子沉迷網路而遲遲未將電腦融入英文寫作教學。(問卷Q3, Q12, Q13)
(二)近九成的受訪教師表示，就英文寫作教學而言，「鼓勵學生們合作學習」比「鼓勵學生們多多競爭」來得重要；但教師信念與實際操作之間不存在必然一致性，數據顯示，課堂上教師所施予的獨立個體學習活動之頻率，遠高於實施團體合作學習活動之頻率。(問卷Q6, Q7)
(三)教師閱改學生寫作成品的行為上，偏向母雞帶小雞的行為模式，展現了程度偏高的焦慮。逾半數受訪教師堅持親自詳細批閱每一份寫作成品
(四)Process writing一議題上，教師信念與實際操作之間存在顯著的差異。高達六成的受訪教師認同「寫作為一過程，而非成品」的概念，但談到了實際操作，僅有二成五的受訪教師有意願推行過程導向寫作。(問卷Q11, Q14)
(五)針對「部份學生寫作成就低落」，大多數受訪教師認為根本原因在於學生無心學習，次要因素為大班教學教師無力兼顧每位學習者。(問卷Q15, Q16)
(六)大部份的受訪教師表示目前最迫切需要的援助為:人力資源以及專業協助(問卷Q17)。同時，高達六成的受訪教師對於目前的職務展現正向的情意。(Background Section)
    研究結果的可能形成原因，於第五章裡有深入探討。最末章提出一系列具體的相關建議，提供給高級中學英語教師以及英語教學研究者作為參考。

The study aims to investigate how English writing is taught in senior high schools in Taiwan. The researcher also hopes to find out what kinds of assistance senior high school English teachers and students need and what types of improvements they expect. A total number of one hundred and six English teachers from fifteen senior high schools in the downtown and suburbs of Taipei participated in this study. The instrument is a questionnaire which was designed by the researcher and repaired after he asked three Tamkang University professors’ opinions and after he conducted a pilot study. The study began in October, 2008 and ended in June, 2009. Six main results were reported after all the data were examined and integrated.
     First, computer-assisted English writing instruction is not common in senior high schools in Taiwan. Second, Most of the teachers in the study hold individual English-writing activities more often than group activities although they agree that it is more important to encourage students to cooperate than to have them compete on learning how to write. Third, Senior high school English teachers in the study insisted on grading every piece of student writing assignment by themselves. Fourth, half of the teachers in the study show a positive attitude toward the process approach of English writing. However, few of them are willing to implement it in their instruction. Fifth, most of the teachers attributed low writing achievement of some learners to their lack of motivation. Sixth, the most urgent needs of the teachers were human resources and expertise assistance. Fortunately, half of the teachers were satisfied with their current jobs. All the possible factors that seem to result in the six main results are discussed in the fifth chapter of the thesis. A number of implications for teaching English writing and suggestions for future studies are provided in the final chapter.

ACKNOWLEDGEMENTS..........................................i
中文摘要..................................................ii
ABSTRACT.................................................iii
TABLE OF CONTENTS........................................iv

CHAPTER 1.INTRODUCTION
1.1 Background............................................1
1.2 Statement of the Problem..............................1
1.3 Purpose of the Study..................................2
1.4 Value of the Study....................................3

CHAPTER 2.LITERATURE REVIEW
2.1 Teachers’Beliefs.....................................5
2.2 Studies on Teacher Beliefs............................7
2.3 Process Writing......................................13
2.4 Studies on Process Writing...........................14
2.5 Studies on Computer-assisted Writing Instruction.....16

CHAPTER 3.METHODOLOGY
3.1 Research Questions...................................20
3.2 Participants.........................................20
3.3 Instrument...........................................23
3.4 Procedure............................................25

CHAPTER 4.PILOT STUDY
4.1 Participants.........................................27
4.2 Research Questions...................................32
4.3 Instrument...........................................33
4.4 Results of Pilot Study...............................33

CHAPTER 5.RESULTS AND DISCUSSION
5.1 Results of the study.................................50
5.2 Discussion...........................................61
5.2.1 Teachers’little experience of implementing computer-assisted instruction.....................................62
5.2.2 Most of the teachers in the study hold individual English-writing activities more often than group activities of English writing.......................................62
5.2.3 Most of the teachers in the study insisted on grading every piece of student writing assignment by themselves..64
5.2.4 The types of English writing assignments remain traditional..............................................65
5.2.5 The main focuses of the teachers when grading a piece of student English writing assignment are fluency and accuracy.................................................66

CHAPTER 6.CONCLUSION
6.1 Overview.............................................69
6.2 Limitations of the study.............................70
6.3 Suggestions for teachers.............................71
6.4 Suggestions for future studies.......................73

REFERENCES...............................................76

APPENDIX
問卷調查表...............................................79

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