科技的發展增加了教育現場融入多元學習刺激的可能性，視覺資訊圖 (infographics)作為教學工具在近來的教育趨勢裡得到許多關注。在視覺資訊圖 融入學習的研究中，許多為探討其對學習成就的影響，然而，其融合於英語寫 作教學的研究佔極少數，其對英語寫作想法影響的研究更少之又少。本研究旨 在探討視覺資訊圖對於中學生英文寫作中想法發展的影響，以及學生對於視覺 資訊圖融入於英文寫作課的看法。本研究受試者為北台灣 75 位高三學生，採量 化與質化兼具的準實驗研究法，在四週的寫作課程中，控制組接受傳統引導式 寫作教學法，實驗組接受視覺資訊圖融入寫作教學的訓練，並於後測後填寫認 知問卷。

本研究主要發現如下:視覺資訊圖對學生寫作時的想法發展有顯著的影響 (一)實驗組的平均想法數增加;(二)實驗組在想法品質的表現上明顯優於 控制組;(三)實驗組的想法明顯較控制組更契合題目;(四)從問卷結果發 現，多數實驗組學生對視覺資訊圖運用於英文寫作課有正向的看法。學生認同 製作視覺資訊圖有助於增加想法數量及增進想法品質，且對寫作表現有所影 響。此外，根據學生的回饋，視覺資訊圖涵括組織想法、釐清思緒、刺激點子 與協助評估寫作內容等功能。

綜上所述，本研究認為在寫作前製作視覺資訊圖能有效促進中學生想法數量的增加、提高想法品質以及提升寫作內容與作文題目的關聯性，學生在製作資訊圖表的歷程中能產出更多契合題目的想法。視覺資訊圖有助於發展寫作中解決問題的技巧與提高英文寫作課參與的程度。本研究根據研現提出相應的建議，以供未來相關研究之參考。

The development of technology has made the stimuli in the educational settings various and diverse. Infographics-integrated instruction has gained more and more attention in the recent educational trend. In the scholarly works related to infographics, a majority of them investigated how this tool affects learners’ academic achievement. However, few of them aimed to explore its effects on EFL writing, especially in the area of idea development. By using both qualitative and quantitative methods, this study intended to investigate the effects of infographics on students’ idea development in English writing, and further explored students’ perceptions towards infographics-creating activity in English writing course. This study adopted quasi-experimental design. A total of seventy-five high school students forming the experiment group (n=37) and the control group (n=38) participated in the study. Different writing instructions lasting for four weeks were given to the control and the experimental group. The control group received the writing instruction that focused on structure and writing conventions, while the experimental group’s writing class incorporated the infographics-creating activity. After the treatment, the experiment group needed to fill in a perception questionnaire.

The results showed that creating infographics had positive effects on students’ idea development: (1) the experiment group’s idea quantity in the posttest was found more than that in their pretest; (2) the experiment group’s idea quality was found significantly better than that of the control group; (3) the quality of ideas in terms of “relevance” was found significantly better than that of the control group; (4) the experiment group’s perception toward integrating infographics-creating in English writing classes were positive. In general, the students agreed infographics-creating boosted their ideas and it had positive impact on their writing performance. It was reported that infographics helped students organize ideas, clarify thoughts, stimulate ideas and evaluate ideas.

In conclusion, infographics-creating could successfully enhance high school students’ idea development. From a process-based perspective, infographics-creating seemed to have encouraged students’ divergent thinking ability and have facilitated their thinking process. From a product-based perspective, infographics-creating also seemed to have increased the quantity and quality of students’ ideas, and have reinforced the relevance between the produced contents and the writing topic. Based on the above findings, some suggestions for future studies in relation to integrating infographics into EFL writing class were discussed.

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