在台灣，雖然句型在義務教育英文寫作教學中佔有核心位置，然而，針對大學階段英語為外語（EFL）學習者和教師對句型運用於寫作品質的觀點，相關文獻卻鮮少討論。這項研究的目標即是填補此一學術缺口，探討在台灣大學階段EFL學習者及教師對句型在寫作品質上所扮演的角色之看法。本研究透過混合方法設計進行，包括收集個別的反思報告、半結構式問卷調查和訪談。主要的數據分析工具涵蓋配對樣本t檢定、描述性統計和內容分析，從中揭示了EFL學習者和教師在觀點上的重要相似性和差異。量化研究的數據顯示，EFL學習者認為句型可以全面提升他們的寫作品質，然而，教師則認為句型對文章組織有顯著影響。透過質性資料分析，本研究進一步解析了學習者對於句型與寫作品質關連性的認知，以及教師在評價作文時，對句型對文章內容、組織和語法影響的見解。這些發現強調了對句型功能的明確討論，增強學習者與教師對於寫作期待的溝通，以及根據學習者的需求和寫作目標提供多元化教學策略的重要性。

In Taiwan, while sentence patterns hold a central role in English writing instruction during compulsory education, scant literature discusses the perceptions of university-level English as a Foreign Language (EFL) learners and instructors on the application of sentence patterns to writing quality. This study aims to fill this academic gap by exploring the perceptions of EFL learners and instructors on the role of sentence patterns in writing quality within a Taiwanese university context. Through a mixed-methods design, this study gathers individual reflection papers, semi-structured surveys, and interviews. The primary data analysis tools include a paired samples t-test, descriptive statistics, and content analysis, revealing significant similarities and differences in perceptions between EFL learners and instructors. Quantitative data suggest that EFL learners perceive sentence patterns as a comprehensive enhancer of their writing quality, whereas instructors find such patterns significantly impacting essay organization. Through qualitative data analysis, the study further elucidates learners' perception of the relationship between sentence patterns and writing quality, and instructors' views on the influence of sentence patterns on essay content, organization, and mechanics during essay evaluation. These findings underscore the importance of explicit discussions on the functions of sentence patterns, enhanced learner-instructor dialogue on writing expectations, and diversified teaching strategies tailored to learners' needs and writing objectives.

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