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題名 運用 ChatGPT 提升高中生英文寫作之成效
Enhancing the Effectiveness of High School Students' English Writing Skill through ChatGPT作者 鄭郁蓁
Cheng, Yu-Jhen貢獻者 湯家偉
Tang, Chia-Wei
鄭郁蓁
Cheng, Yu-Jhen關鍵詞 生成式AI
英文寫作
英文教學
ChatGPT
English Writing
English Teaching日期 2026 上傳時間 2-Feb-2026 14:39:29 (UTC+8) 摘要 本研究旨在探討高中英文科教師將生成式人工智慧工具 ChatGPT 融入英文寫作教學之實施方式，並評估其對高中生英文寫作學習成效與學習經驗之影響，作為未來英文科教師導入人工智慧於寫作教學之實務參考。研究動機源於教學現場學生英文寫作能力普遍薄弱、教師回饋時間有限，以及後疫情時代教育數位轉型與生成式 AI 融入教學的趨勢，然現行教學中對於如何引導學生「有效且批判性地使用 AI 工具」之實證研究仍相對不足。 本研究採行動研究法，以臺北市立中山女子高級中學英語辯論社四位學生為研究對象，實施為期五週、每週兩節課的 ChatGPT 輔助英文寫作課程。研究結果顯示，在英文寫作學習成效方面，三位學生於後測表現優於前測，一位學生略有退步；整體而言，後測成績呈現進步趨勢。雖然 Wilcoxon 符號等級檢定結果未達統計顯著水準（Z = -1.47），但在極小樣本情境下，量化結果結合質性分析仍顯示 ChatGPT 輔助寫作對多數學生之寫作表現具有潛在正向影響。在學習經驗與回饋方面，問卷與訪談結果顯示，學生普遍對 ChatGPT 輔助寫作課程持正向態度，並認為其能提供即時、個人化的回饋，有效降低英文寫作焦慮並提升學習信心。在課程設計層面，本研究歸納出 ChatGPT 融入高中英文寫作教學的三項關鍵策略，包括：透過 AI 協助拆解與重組作文架構以具體化抽象概念、結合 AI 即時回饋與同儕討論以強化文體組織與論述深度，以及引導學生發展批判性使用與多稿修正的寫作歷程。研究結果顯示，教師在課程中扮演引導學生建立 AI 協作策略與自我監控能力的關鍵角色。 整體而言，本研究補足生成式 AI 工具應用於臺灣高中英文寫作教學之實證研究缺口，並指出 ChatGPT 融入寫作教學對多數學生具潛在正向效益。儘管研究對象、樣本數與研究期間有限，且研究者兼具教師與研究者角色可能影響研究客觀性，本研究仍為未來人工智慧輔助語言教學與高中英文寫作課程設計提供具體且可行之教學參考。
This study investigates the pedagogical implementation of integrating ChatGPT, a generative Artificial Intelligence (AI) tool, into senior high school English writing instruction. It evaluates the efficacy of this intervention on students’ writing outcomes and learning experiences, providing an empirical foundation for the integration of AI in language education. The research was prompted by the widespread challenges in student writing proficiency, the logistical constraints of providing individualized teacher feedback, and the imperative for digital transformation in the post-pandemic era. Crucially, it addresses the scarcity of empirical evidence regarding the guidance of students toward "effective and critical engagement with AI." Adopting an action research methodology, this study focused on four students from the English Debate Club at a prestigious girls' high school in Taipei. The five-week intervention comprised bi-weekly ChatGPT-assisted writing sessions. Quantitative analysis revealed that while the Wilcoxon Signed-Rank Test did not yield statistical significance ($Z = -1.47$), three of the four participants demonstrated improved post-test scores, indicating a positive trend in writing performance. Qualitative evidence corroborated these findings, suggesting that ChatGPT-assisted instruction exerts a potential positive influence on writing quality in small-sample contexts. Regarding learning experiences, the data synthesized from questionnaires and interviews indicate a predominantly favorable reception of the program. Participants reported that ChatGPT’s immediate, personalized feedback significantly mitigated writing anxiety and bolstered self-efficacy. Furthermore, this study identifies three pivotal strategies for the curricular integration of AI: (1) utilizing AI for structural deconstruction and reorganization to concretize abstract rhetorical frameworks; (2) synthesizing AI feedback with peer-to-peer discourse to enhance thematic organization and argumentative depth; and (3) cultivating a recursive writing process centered on critical evaluation and multiple-draft revision. The findings underscore the indispensable role of the instructor in scaffolding students' AI-collaborative competencies and self-regulatory mechanisms. In conclusion, this research bridges the empirical gap in the application of generative AI within the Taiwanese secondary education context. 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Education and Information Technologies. https://doi.org/10.1007/s10639-023-11742-4 (Italics added as it is an "early access" article) 描述 碩士
國立政治大學
教育行政與政策研究所
112171003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112171003 資料類型 thesis dc.contributor.advisor 湯家偉 zh_TW dc.contributor.advisor Tang, Chia-Wei en_US dc.contributor.author (Authors) 鄭郁蓁 zh_TW dc.contributor.author (Authors) Cheng, Yu-Jhen en_US dc.creator (作者) 鄭郁蓁 zh_TW dc.creator (作者) Cheng, Yu-Jhen en_US dc.date (日期) 2026 en_US dc.date.accessioned 2-Feb-2026 14:39:29 (UTC+8) - dc.date.available 2-Feb-2026 14:39:29 (UTC+8) - dc.date.issued (上傳時間) 2-Feb-2026 14:39:29 (UTC+8) - dc.identifier (Other Identifiers) G0112171003 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/161526 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 112171003 zh_TW dc.description.abstract (摘要) 本研究旨在探討高中英文科教師將生成式人工智慧工具 ChatGPT 融入英文寫作教學之實施方式，並評估其對高中生英文寫作學習成效與學習經驗之影響，作為未來英文科教師導入人工智慧於寫作教學之實務參考。研究動機源於教學現場學生英文寫作能力普遍薄弱、教師回饋時間有限，以及後疫情時代教育數位轉型與生成式 AI 融入教學的趨勢，然現行教學中對於如何引導學生「有效且批判性地使用 AI 工具」之實證研究仍相對不足。 本研究採行動研究法，以臺北市立中山女子高級中學英語辯論社四位學生為研究對象，實施為期五週、每週兩節課的 ChatGPT 輔助英文寫作課程。研究結果顯示，在英文寫作學習成效方面，三位學生於後測表現優於前測，一位學生略有退步；整體而言，後測成績呈現進步趨勢。雖然 Wilcoxon 符號等級檢定結果未達統計顯著水準（Z = -1.47），但在極小樣本情境下，量化結果結合質性分析仍顯示 ChatGPT 輔助寫作對多數學生之寫作表現具有潛在正向影響。在學習經驗與回饋方面，問卷與訪談結果顯示，學生普遍對 ChatGPT 輔助寫作課程持正向態度，並認為其能提供即時、個人化的回饋，有效降低英文寫作焦慮並提升學習信心。在課程設計層面，本研究歸納出 ChatGPT 融入高中英文寫作教學的三項關鍵策略，包括：透過 AI 協助拆解與重組作文架構以具體化抽象概念、結合 AI 即時回饋與同儕討論以強化文體組織與論述深度，以及引導學生發展批判性使用與多稿修正的寫作歷程。研究結果顯示，教師在課程中扮演引導學生建立 AI 協作策略與自我監控能力的關鍵角色。 整體而言，本研究補足生成式 AI 工具應用於臺灣高中英文寫作教學之實證研究缺口，並指出 ChatGPT 融入寫作教學對多數學生具潛在正向效益。儘管研究對象、樣本數與研究期間有限，且研究者兼具教師與研究者角色可能影響研究客觀性，本研究仍為未來人工智慧輔助語言教學與高中英文寫作課程設計提供具體且可行之教學參考。 zh_TW dc.description.abstract (摘要) This study investigates the pedagogical implementation of integrating ChatGPT, a generative Artificial Intelligence (AI) tool, into senior high school English writing instruction. It evaluates the efficacy of this intervention on students’ writing outcomes and learning experiences, providing an empirical foundation for the integration of AI in language education. The research was prompted by the widespread challenges in student writing proficiency, the logistical constraints of providing individualized teacher feedback, and the imperative for digital transformation in the post-pandemic era. Crucially, it addresses the scarcity of empirical evidence regarding the guidance of students toward "effective and critical engagement with AI." Adopting an action research methodology, this study focused on four students from the English Debate Club at a prestigious girls' high school in Taipei. The five-week intervention comprised bi-weekly ChatGPT-assisted writing sessions. Quantitative analysis revealed that while the Wilcoxon Signed-Rank Test did not yield statistical significance ($Z = -1.47$), three of the four participants demonstrated improved post-test scores, indicating a positive trend in writing performance. Qualitative evidence corroborated these findings, suggesting that ChatGPT-assisted instruction exerts a potential positive influence on writing quality in small-sample contexts. Regarding learning experiences, the data synthesized from questionnaires and interviews indicate a predominantly favorable reception of the program. Participants reported that ChatGPT’s immediate, personalized feedback significantly mitigated writing anxiety and bolstered self-efficacy. Furthermore, this study identifies three pivotal strategies for the curricular integration of AI: (1) utilizing AI for structural deconstruction and reorganization to concretize abstract rhetorical frameworks; (2) synthesizing AI feedback with peer-to-peer discourse to enhance thematic organization and argumentative depth; and (3) cultivating a recursive writing process centered on critical evaluation and multiple-draft revision. The findings underscore the indispensable role of the instructor in scaffolding students' AI-collaborative competencies and self-regulatory mechanisms. In conclusion, this research bridges the empirical gap in the application of generative AI within the Taiwanese secondary education context. Despite limitations concerning sample size and researcher reflexivity, this study offers a robust pedagogical framework for future AI-integrated language instruction and writing curriculum development. en_US dc.description.tableofcontents 摘要 i ABSTRACT ii 目次 iii 表次 v 圖次 vi 第一章 緒論 1 第一節 研究動機與背景 1 第二節 研究目的與待答問題 4 第三節 名詞釋義 5 第四節 研究方法與步驟 7 第五節 研究範圍與限制 9 第二章 文獻探討 11 第一節 中小學數位學習精進方案之政策背景及具體作法 11 第二節 AI寫作工具對學生寫作內容與結構的影響 13 第三節CHATGPT融入英語寫作教學的相關實證研究 17 第三章 研究設計與實施 23 第一節 研究架構圖 23 第二節 研究對象及場域 24 第三節 研究方法與設計 25 第四節 研究工具 27 第五節 教學計劃 32 第六節 資料處理與分析 36 第七節 研究倫理 37 第四章 研究結果分析與討論 38 第一節 CHATGPT融入英文寫作課程的學生英文寫作學習成效 38 第二節 高中生對CHATGPT融入英文寫作課程之學習經驗與回饋分析 46 第三節 CHATGPT融入高中英文寫作課程之設計探討 53 第五章 結論與建議 59 第一節 結論 59 第二節 建議 62 參考文獻 65 附件一 教學計劃表 72 附件二 前測與 CHATGPT 使用說明學習單 87 附件三 寫作訓練 1 — 內容發展與組織結構學習單 88 附件四 寫作訓練 2 — 語法與詞彙強化學習單 89 附件五 擴充內容與深化論點學習單 92 附件六 青少年參與研究意願書暨家長知情同意書 94 zh_TW dc.format.extent 5670228 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112171003 en_US dc.subject (關鍵詞) 生成式AI zh_TW dc.subject (關鍵詞) 英文寫作 zh_TW dc.subject (關鍵詞) 英文教學 zh_TW dc.subject (關鍵詞) ChatGPT en_US dc.subject (關鍵詞) English Writing en_US dc.subject (關鍵詞) English Teaching en_US dc.title (題名) 運用 ChatGPT 提升高中生英文寫作之成效 zh_TW dc.title (題名) Enhancing the Effectiveness of High School Students' English Writing Skill through ChatGPT en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分 王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，(27)，62-62。https://doi.org/10.6445/EB.201009.0062 郭生玉（2012）。心理與教育研究法：量化、質性與混合研究方法。精華。 陳伯璋（1988）。教育研究方法的新取向。臺北市：南宏。 教育部（2022，2月25日）。班班有網路生生用平板-全面推動中小學數位學習精進方案。教育部全球資訊網。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=9F7133D453CC16F2 歐用生（1994）。提升教師行動研究的能力。研習資訊，11(2)，1-6。 簡立峰（2023，9月24日）。2030 AI教育年會論壇，臺北市，臺灣。 蔡清田（2000）。教育行動研究。臺北市：五南。 蔡進雄（2010）。國民中小學學校行政人員研究所在職進修成效評鑑之研究：Kirkpatrick 評估模式之應用。《教育行政與評鑑學刊》，10，1–26。 張程皓（2024）。人工智慧寫作助理對於英文學習者的寫作之成效研究。﹝未出版之碩士論文﹞。國立臺灣師範大學。 教育部（2024）。教育部中小學數位教學指引3.0版。https://pads.moe.edu.tw/pads_front/index.php?action=download 羅彥婷（2024）。利用AI工具協助高中生英文寫作能力之後設認知力、科技創新意識、自我效能、趣味與求知價值及學習表現提升﹝未出版之碩士論文﹞。國立臺灣師範大學。 貳、英文部分 Atkinson, R. 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