本研究旨在探討結合同儕互評及自我評量活動對大專生英文寫作成效及寫作動機之影響。本研究採準實驗研究設計，立意取樣北部某科技大學一年級兩個班級為研究對象，分別實施「同儕互評及自我評量」以及「同儕互評」。實驗組的26位學生針對一位同儕及自己的作文給予回饋；控制組的18位學生針對二位同儕的作文給予回饋。學生在收到回饋之後，針對意見修改作文。研究期間為一學期，共寫了三篇英文作文。研究結果顯示兩組後測寫作學習成效無顯著差異，但兩組後測英文寫作學習成效皆顯著高於前測。實驗組學生認為結合同儕互評及自我評量能有效提升英文寫作成效，特別是組織及文法方面；控制組學生亦認為同儕互評能有效提升英文寫作的文法部分。此外，兩組後測的寫作動機亦未達顯著差異。雖然實驗組的後測學習動機顯著下降，但兩組學生均表示於本實驗活動中受益良多，且依後測態度問卷，兩組學生對於本課程安排抱持肯定的態度。

The main purpose of this study was to explore the effects of integration of peer- and self-assessment on college students’ English writing performance and English writing motivation. The study adopted purposive sampling method, and they were 44 students of two classes from a college in Taipei City. The research was quasi-experimental design. The participants were divided into two groups, experimental and control. From pre-test to post-test, students wrote three English writings. The experimental group conducted the integration of peer- and self-assessment, while the control group conducted peer-assessment only. In detail, students in experimental group gave feedback on one peer’s and his/her own English writings, while students in control group gave feedback on two peers’ English writings. Students had to revise their own writings based on feedback they received.
The results showed that there was no significant difference on post-tests of English writing performance of both groups; however, post-tests of English writing performances of both groups were significantly higher than pre-tests. Students in the experimental group indicated the integration of peer- and self-assessment was beneficial to improve English writing performance, especially the organization and grammar parts. Students in control group mentioned peer-assessment was helpful to improve English writing performance, especially the grammar parts. As to English writing motivation, there was no significant difference on post-tests of English writing motivation of both groups. Although the post-test of English writing motivation of experimental group was significantly lower than pre-test, both groups indicated they learned a lot from the integration of peer- and self-assessment. Finally, both groups held positive attitude toward the course arrangement.

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