中文摘要
本研究旨在探究電腦輔助高中學生寫作之效益；許多英文教師最關心的事，莫過於如何教導學生擷取電腦科技最佳優點，並且應用在書寫英文作文上面。例如，學生熟悉電腦的各項技巧，是大有裨益的；他們能夠容易地進行諸如修訂、編寫、或豐富自己文章的動作。另外，如果他們能夠培養上網尋找資料的習慣，他們的文章會更加多采多姿。畢竟，將思想轉化為文字並非單單依賴內省式的思考，更需要外在的，和週遭的人、以及可能獲得的資訊之互相激盪。作文本身十分艱難與神秘，所以本研究發現有些學生針對改變寫作工具與方式並不積極，然而筆者深信，長期訓練使用電腦科技幫助產生思想，轉而促進寫作，是絕對必要的。本研究採用學生的作文、問卷、以及九次個別面談來蠡測學生寫作品質之改變，並辨識學生對於寫作與利用科技進行寫作的微妙觀感。本研究固然存在著某些限制與不足，希望至少能為往後研究提供若干啟示與線索。

Abstract
This study aims at exploring the effectiveness of
computer-enhanced writing in senior high school. How to reap the optimal advantages of computer technologies and apply them in writing English compositions has been a great and grave concern for many English teachers. For example, it is helpful for student writers to familiarize themselves with the skills of computers; they will have a much easier time revising, editing, or enriching their writings. Also, if they foster the habit of surfing the net for more resources, their writings will become more abundant. After all, putting one’s thoughts into words depends not merely on one’s introversive thinking, but also upon external brainstorming with others around oneself as well as with various information available to one. Writing itself is extremely difficult and mysterious, and this study found that some of the students were not inspired or improved by the innovated writing tools. The researcher is still convinced that long-term training of utilizing computer technologies to help generate more thoughts that contribute to writing is essential. This study employed the students’ compositions, a questionnaire, and nine individual interviews to calibrate the change in the students’ writing quality and to identify some nuanced attitudinal inclinations towards writing and using technology for writing. While there may be some limitations and insufficiencies to this implementation, at least, hopefully, it could provide some implications and clues for future research.

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