有鑒於現行十二年國民教育課程中強調「素養」教育，學生的閱讀和寫作能力的培養受到高度重視。互惠式教學法是經由研究證明可以有效提高學生閱讀理解能力的教學方法。然而，目前缺乏針對互惠式教學法對學生摘要寫作影響之研究。本研究旨在探討學生對互惠式教學法的看法以及其對他們的英文摘要寫作技巧的影響。本研究為教學介入混和性研究，以互惠式教學法進行為期六週的課程。58位臺灣國中學生參與這項研究。主要資料來源為17名學生所提交的三份閱讀日誌及學生在六週內透過互惠式教學法學習英語閱讀的問卷調查。受測者所撰寫的摘要寫作是根據Frey et al.（2003）研究中所使用的一個四分制摘要寫作評分表進行評分。研究結果顯示，大多數學生對使用互惠式教學法持正面的態度。互惠式教學法展現出提高學生英文能力的可能性，特別是在閱讀技巧、詞彙和文法方面。此外，三篇摘要寫作之間存在顯著差異。近乎所有參與者（94％）在最後一次摘要寫作中都獲得更高的分數，呈現學習成效；三分之一的學生成績增長超過4分(滿分16分)。本研究結果凸顯了互惠式教學的效果，能提高臺灣國中生英文閱讀和摘要寫作技巧。因此，本研究建議以英語為第二語言或外語的教師在教英語閱讀和摘要寫作時，可以採用此方法。

Given the emphasis on “competency-based” education in the current 12-year Curriculum for Basic Education, the development of students’ reading and writing skills is highly valued. Reciprocal teaching, a research-based teaching technique, has been proven to effectively enhance students’ reading comprehension. However, there is a lack of studies examining the impact of reciprocal teaching on students’ summary writing competencies. This study aims to explore students’ perceptions of reciprocal teaching and its effect on their English summary writing skills. The study employed a mixed-methods approach incorporating a six-week intervention using reciprocal teaching. 58 Taiwanese junior high school students participated in this study. The major data sources were collected from 17 students submitting 3 reading journals and the questionnaires over six weeks in which they learned English reading through reciprocal teaching. Their writing pieces were evaluated using a four-point rubric for summary writing based on a previous study of Frey et al. (2003). The findings revealed that the majority of students held positive attitudes toward the implementation of reciprocal teaching. Reciprocal teaching demonstrated promising potential in improving students’ English proficiency, particularly in reading skills, vocabulary, and grammar. Moreover, significant differences were observed among the participants’ three summary assignments. Nearly all participants (94%) received higher scores in their final summary writing pieces, and one third of their (35%) scores increased by more than 4 points (the full mark is 16). The results of the study highlighted the effectiveness of reciprocal teaching as a teaching technique to enhance Taiwanese junior high school students’ English reading and summary writing skills. Therefore, ESL/EFL teachers are encouraged to employ this method when teaching reading and summary writing.

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