本研究旨在探討使用同儕互評修正之概念圖引導台灣高職生整合式英語寫作發展之影響。本研究提出三個問題:(一)使用概念圖之鷹架作用對於高職學生整合式英語寫作之影響如何？(二)同儕互評如何支持學生修正概念圖？(三)在本研究中高職學生對於將同儕互評之概念圖應用於整合式英語寫作的看法為何？
在本研究中的三十八位參與者為中台灣一所高職一年級的學生，他們在課後參加本英語寫作補救教學。本課程每周舉行一次，一次一百分鐘，共達五個月。本研究採用學生寫作分析，概念圖分析及訪談等多種資料蒐集方式。
本研究結果顯示，使用概念圖引導寫作不僅可以提升學生英語寫作的流暢性，更可以促進詞彙使用的多樣性。此外，透過同儕互評以修正概念圖亦可以促進學生概念圖繪製的完整性，以及豐富概念圖的內容。更甚者，學生們認為使用概念圖引導融合式寫作獲益良多，經由同儕互評可以觀摩學習他人的概念圖，並且獲得立即有效的回饋。
本研究在最後根據研究結果提出此研究的限制，對於教師及教育者的建議，並提出未來相關研究的方向。

This study aimed to examine the effect of using concept map as a pre-writing tool for improving English integrated writing performances of students at a vocational high school in Taiwan. In order to achieve the goal, three research questions are addressed as follows: (1) What progress do vocational high school students make in their integrated reading-writing with the scaffold of concept mapping? (2) To what extent does peer review support the students’ concept mapping? (3) What are the students’ perceptions of using concept maps for integrated reading-writing?
Thirty-eight vocational senior high school students in central Taiwan joined in an English remedial course were divided into high-proficient, middle-proficient, and low-proficient writers according to their pre-test writing scores. The study lasted for five months, and the writing course was held two hours per-week for 15 weeks. All students went through all three writing cycles for completing four writing assignments. Data from various sources were collected to validate the result, including students’ integrated reading-writing texts, different versions of concept map, and semi-structured interviews.
Results of this study revealed that concept mapping with peer review instruction had equally positive effects on both high-proficient and low-proficient students’ writing performance in terms of text length and lexical sophistication. Through different versions of concept map, the researcher examined how students’ revised concept map through peer review. With the transcripts of interview, these EFL VHS students’ perceptions toward the application of concept map with peer review on writing were also elaborated.

TABLE OF CONTENTS
Chinese Abstract………………………………………………………………...........i

Abstract………..………………………………………………………………..........ii

Acknowledgements…………………………………………………………….........iii

Table of Contents……………………...........…………………………………..........v

List of Tables……..………………………………...………………………….........ix

List of Figures……..……………………………………………………………..…..x

Chapter One. Introduction……………………………………………………….......1
1.1 Background of the Study………………………………………………......1
1.2 Statement of Problems ………………………………………………….....3
1.3 Purpose of the Study and Research Questions…………………….....…….6
1.4 Definition of Terms……………………………………………………..….7
1.5 Significance of the Study……………….......……………...........................8
Chapter Two. REVIEW OF RELATED LITERATURE….......………………........10
2.1 Concept Mapping……………................................................................... 10
2.1.1 What is Concept Mapping………...................................................10
2.1.2 The Kinds of Concept Mapping……..............................................13
2.1.3 Approaches to Concept-Mapping…….....................……...............15
2.1.4 How to Build a Concept Map………………………….................17
2.1.5 How Concept Mapping is applied to education……......................18
2.1.6 How to Evaluate Concept Maps ….................................................23
2.1.7 Theoretical framework of peer review............................................26
2.1.7.1 Scaffolding..........................................................................26
2.1.7.2 Peer review………………..................................................27

2.1.8 Evaluating Rubrics for Concept Mapping………..........................30
2.1.9 How to Revise Concept Map……...................…...........................32
2.2 English as a Second Language (ESL) writing?..........................................33
2.2.1 What are the difficulties of ESL writing?.......................................33
2.2.2Concept mapping and writing…......................................................35
2.2.3 Integrated writing tasks..................................................................37
2.2.4 Writing problems for vocational senior high school students in Taiwan...........................................................................................39
Chapter Three. Method………………………………………….....…………….....43
3.1 Introduction……………………................................................................43
3.2 Design of the study……………………………........................................ 44
3.3 Participants……………………………….................................................46
3.4 Instruments………………………….........................................................46
3.4.1 Integrated reading-writing rubric………………………................46
3.4.2Concept mapping score rubric………………………….................47
3.4.3 The Semi-structure Interviews………………………....................47
3.5 Data Collection………………………........................…...........................48
3.6 Data Analysis…………………………......................................................51
3.6.1 A quantitative analysis…………………………............................52
3.6.1.1 Lexical sophistication……………………….....................53
3.6.1.2 Syntactic complexity…………………….….....................53
3.6.1.3 Text length…………………………..................................54
3.6.1.4 Grammatical accuracy……………………........................54
3.6.2 A qualitative analysis…………………………..............................55


Chapter Four. Results and Discussion………………………………………...........56
4.1Results for Research Question1…………………………………...............56
4.1.1 Lexical Sophistication………………………………....................56
4.1.2 Syntactic Complexity………………………………….................57
4.1.3 Text Length………………………………….................................58
4.1.4 Grammatical Accuracy…………………………….…..................58
4.2 Results for Research Question2………………...........................…….......59
4.2.1 Different version of students’ concept map…………....................59
4.2.2 How the revised concept map support writing………...................62
4.2.3 The progress of students’ writing performance………..................64
4.2.3.1 Lexical Sophistication…………………...….....................65
4.2.3.2 Syntactic Complexity…………………...…......................66
4.2.3.3 Text Length…………………….........................................66
4.3 Results for Research Question3….……………………………….............66
4.3.1 Participants’ perceptions of applying concept
map on writing ................................................................................67
4.3.2 Participants’ perspectives of Peer review on
concept mapping............................................................................67
4.3.3 Participants’ actual utilization of the concept
map while writing ....................................................................... 68
Chapter Five. Discussion and Conclusions..…………….............…………….......69
5.1Overview of the Study………………………………………......…..........69
5.2 Discussion of the Results……………………………....………...…….....70
5.3 Pedagogical implications………………………………………...…….....73

5.4 Limitations of the Study……………………………………….................74
5.5 Suggestions for Future Research……………………………....................75
References………………………………………………….............................….....76
Appendices…………………………………………................................………..103
Appendix A :Integrated Writing Rubrics …………………………...............103
Appendix B: Rubric for Concept Map ……………….................……….....105
Appendix C: Interview Questions..........................……………...………….106
Appendix D: Writing Materials.... ………………………………….............107
Appendix E: Writing worksheet ………………………………………........110
Appendix F: Concept map worksheet ……………....……………...……....111
Appendix G: Student’s concept map example ……………....………….......112
Appendix H: Student’s concept map example……....……………...…….....113

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