本研究的目的如下：(一)編製國中英語寫作能力測驗，考驗其信效度，並建立其常模。(二)探討不同背景變項國中二、三年級學生，與英語寫作能力的關係。(三)探討社經地位在學生個人層次與學校層次對英語寫作能力測驗的影響。(四)探討國中學生在英語寫作能力間接測驗與直接測驗類似的句型中所表現的一致性。(五)探討學生在英語寫作能力直接測驗中寫作的犯錯情形。(六)根據研究結果，提出結論與建議，作為英語寫作教學與相關測驗編製的參考。
本研究是以台灣省、台北市、高雄市國中二、三年級學生為研究對象，常模樣本二年級學生為908人、三年級學生1012人為研究對象，針對全國北、中、南、東四區，採分層叢集抽樣，以班級為單位，隨機抽取各地區國中二、三年級，進行施測，結果建立全國常模。此外，探討不同性別、英語學習經驗、出國經驗、英語檢定經驗與社經地位與英語寫作能力的關係。
本研究研究結果如後：
一、題目與測驗分析：(一)二、三年級間接測驗難度低；直接測驗，尤其是短文寫作難度最高。兩者的信度皆穩定。使用者可根據時間與測驗目的選擇間接測或直接測驗。(二)效度考驗方面，二、三年級英語寫作能力測驗成績與各校91學年度第2學期第二次段考的相關大部分都很高；驗證性因素分析結果，觀察資料與本測驗模式相符。
二、相關研究
(一)英語寫作能力因性別、學習英語經驗、出國經驗、英語檢定與社經地位不同而有顯著差異。(二)個人家庭社經地位在個人層次、學校社經地位在學校層次皆對英語寫作能力測驗表現有影響。(三)學生在間接測驗與直接測驗類似的題型的表現達顯著相關。
本研究根據上述研究結果，提出教學實務與未來研究上的建議。

This study was conducted to (a) develop the EFL Writing Ability Test; (b) explore the correlation among gender, English learning experience, experience of going abroad, other English Test experience, and socioeconomic status; (c) look into the effect of socioeconomic status in school level and personal level; (d) discuss the correlation between Direct and Indirect tests in similar sentences; (e)discuss writing errors types of junior high school students; and (f) offer some suggestions for EFL writing teaching and assessment. 908 2nd-grade and 1012 3rd-grade students randomly selected from 23 Junior High School in Taiwan served as the subjects of this study. The findings were listed as follows: (a) the difficulty of Indirect Test was easy while Direct Test seemed to be harder; (b) the reliability and validity of Indirect and Direct were stable; (c) there were differences in terms of EFL Writing Ability Test among gender, English learning experience, experience of going abroad, other English Test experience, and socioeconomic status; (d) socioeconomic status did have effect in school level and personal level.

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