如何提升英語寫作能力是以英語為第二語言的國家所面臨的一大問題，但是，傳統的英語寫作教學方式，難以提升學生的學習興趣，造成學生欠缺英語寫作的認知和學習動機，使得英語寫作成效受到了限制。因此學者嘗試尋找問題的解決辦法，研究發現互動學習可以有效的提升學生英語寫作的學習動機和學習成效。而且學者指出透過數位化學習歷程可以增加學生的學習興趣並提高學習成效。本研究嘗試使用Zimmerman提出的自我調節學習模式為學習方法，並比較傳統於eP上的學習方法對於英語寫作成效的影響。由於同儕回饋有助於提升學生的自我調節學習能力，因此評估標準成為提升回饋品質的關鍵，本論文參考Andrade所設計的Rubric為英語寫作的評估標準。根據上面描述本論文提出了將Rubric融入循環的自我調節學習3階段，以探索eP上的自我調節學習對於英語寫作成效的影響，實驗人數共23位研究生，分成實驗組與控制組，實驗組進行自我調節學習法，而控制組進行傳統觀摩學習法，這篇論文嘗試探討學習成效在實驗組與控制組的差異，並探討自我調節學習中後設認知、動機和行為的改變，及後設認知、動機及行為與學習成效之間的關係。結果顯示，實驗組的學習成效較控制組好而且有達顯著(t=2.13*)，最後本論文以分析訪談、文獻及評量工具來探討實驗結果。How to improve the English writing skills is a big problem faced by the English as a foreign Language countries. But, the traditional teaching method is difficult to encourage the students' interest. This problem causes the lack of English writing’s learning cognitive and learning motivation. And it could limit the learning effectiveness. Therefore, scholars try to find solutions to the problems. About the research, they found that interactive learning can effectively enhance motivation and learning effectiveness of students' English writing. And scholars have pointed out the interactive learning can increase student’s interest and improve learning effectiveness through e-Portfolio(eP). In this paper, we try to use self-regulated learning model which is proposed by Zimmerman as the learning method and compare with the traditional learning method on eP. Rubric for peer feedback can effectively enhance students' ability to learn self-regulation, so a clear assessment criteria is a critical point to enhance the quality of peer feedback. From above reason, this study proposed adding Rubric to the 3-phased self-regulated learning cycle in order to explore the effect of self-regulated learning on learning effectiveness by using e-Portfolio. Experimental results on 23 graduated students were divided into experimental and control group. The experimental group uses the self-regulated learning as a learning method. But the control group uses the traditional teaching method to compare with the experimental group. This paper attempts to explore the effectiveness of learning differences in two groups and investigate self-regulated learning in the meta-cognition, motivation, behavior with the relationship between learning outcomes. The Results show that the learning effectiveness is promoted significantly(t=2.13*) by self-regulated learning method. Finally, this paper explore the experimental results by analysis of interviews, literature and assessment tools.
