Åberg, E. S., Ståhle, Y., Engdahl, I., & Knutes-Nyqvist, H. (2016). Designing a Website to Support Students'' Academic Writing Process. Turkish Online Journal of Educational Technology-TOJET, 15(1), 33-42.
Ahmed, R. A. I., & Rajab, H. (2015). Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program. International Journal of English Language Education, 3(2), 28-43.
Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Anderman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Maye & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 219-241). New York, NY: Routledge.
Ashton-Hay, S., & Pillay, H. (2010). Case study of collaborative learning in two contexts: what do English language learners gain? In E. Luzzatto & G. DiMarco (Eds.), Collaborative learning: Methodology, types of interactions and techniques (pp. 341-362). New York: Nova Science.
Ashwell, T. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? Journal of Second Language Writing, 9(3), 227-257.
Atkin, J. M., & Black, P. (2005). Changing the Subject: Innovations in Science, Maths and Technology Education: Routledge.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bangert-Drowns, R. L. (1993). The Word Processor as an Instructional Tool: A Meta-Analysis of Word Processing in Writing Instruction. Review of Educational Research, 63(1), 69-93.
Barden, J., & Tormala, Z. L. (2014). Elaboration and attitude strength: The new meta‐cognitive perspective. Social and Personality Psychology Compass, 8(1), 17-29.
Beach, R., & Bridwell, L. S. (Eds.). (1984). New directions in composition research. USA: Guilford Publications.
Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press.
Blass, L., Brown, K., Bunting, J. D., Diniz, L., Gordon, D., Hood, S., . . . Zemach, D. (2013). Skills for Effective Writing. Cambridge: Cambridge University Press.
Breuch, L. K. (2004). Virtual Peer Review: Teaching And Learning About Writing In Online Environments. Albany, NY: State University of New York Press.
Brzozowski, A. M., Pike, A. C., Dauter, Z., Hubbard, R. E., Bonn, T., Engström, O., . . . Carlquist, M. (1997). Molecular basis of agonism and antagonism in the oestrogen receptor. Nature, 389(6652), 753-758.
Byrne, D. (1997). Teaching writing skills (9 ed.). London: Longman.
Cabell, S. Q., Tortorelli, L. S., & Gerde, H. K. (2013). How do I write…? Scaffolding preschoolers'' early writing skills. The Reading Teacher, 66(8), 650-659.
Chen, K. T., Huang, T. S., Lin, S. R., & Lin, M. Y. (1993). College Entrance Examination Research Report: English Writing Assessment Criteria Taipei: College Entrance Examination Center.
Cohen, A. D. (2014). Strategies in learning and using a second language: Routledge.
Cohen, J. (1973). Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and psychological measurement.
Connor, U., & Traversa, A. (2014). The Role of intercultural rhetoric in ESP education. Paper presented at the CELC 2014 Symposium on culture, cross-cultural communication, intercultural communication. Retrieved December.
Covill, A. E. (2010). Comparing peer review and self-review as ways to improve college students'' writing. Journal of Literacy Research, 42(2), 199-226.
Cudeck, R. (2000). Exploratory factor analysis. Handbook of applied multivariate statistics and mathematical modeling, 265, 296.
Deng, L., Liu, H., Chen, Y., Chen, P., & Zhan, Y. (2004). Implementing Process Writing Approach in the Experimental Teaching of College EnglishWriting [J]. Foreign Language Education, 25(6), 69-72.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
Elola, I., & Oskoz, A. (2016). Supporting Second Language Writing Using Multimodal Feedback. Foreign Language Annals, 49(1), 58-74.
Fabrigar, L. R., & Wegener, D. T. (2011). Exploratory factor analysis: Oxford University Press.
Forrest-Pressley, D.-L., MacKinnon, G., & Waller, T. G. (2013). Instructional Practices: Academic Press.
GEPT. (2007). General English Proficiency Test (GEPT) Statistics Report on Elementary Level Test (year 2002-2007). Retrieved from Taipei: https://www.lttc.ntu.edu.tw/research/statistics/初級測驗91~96年統計報告.pdf
Gliem, R. R., & Gliem, J. A. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales.
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(I), 1-51.
Grabe, W. (2001). Notes toward a theory of second language writing. In T. J. Silva, & Matsuda, P. K. (Ed.), On Second Language Writing (pp. 39-57). Mahwah, N.J.; London: L. Erlbaum Associates.
Grabe, W., & Kaplan, R. B. (1997). The writing course. In K. Bardovi-Harlig, & Hartford, B. (Ed.), Beyond methods: Components of second language teacher education (pp. 172-197). New York, NY: McGraw-Hill.
Grabe, W., & Kaplan, R. B. (Eds.). (1996). Theory And Practice Of Writing: An Applied Linguistics Perspective. New York: Longman.
Grabe, W., & Zhang, C. (2013). Second language reading-writing relations. Reconnecting reading & writing, 108-133.
Grabowski, J. (1996). Writing and speaking: Common grounds and differences toward a regulation theory of written language production. In C. M. Levy, & Ransdell, S. E. (Ed.), The science of writing (pp. 73-91). Mahwah, N.J.: Lawrence Erlbaum Associates.
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. Journal of Educational Research, 104(6), 396-407.
Griffiths, G. (2003). Patterns of language learning strategy use. System, 31(3), 367-383.
Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16, 40-53.
Halliday, M. A. K. (1989). Spoken and written language. Oxford: OUP.
Hayes, J. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy, and Ransdell, S. E. (Ed.), The science of writing (pp. 1-27). Mahwah, N.J.: Lawrence Erlbaum Associates.
Hayes, J., & Flower, L. (1980). Identify the organization of writing process. In L. W. Gregg, and Steinberg, E. R. (Ed.), Cognitive processes in writing. Hillsdale, N.J.: L. Erlbaum Associates.
Hedge, T. (1988). Writing. Oxford: OUP.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.
Hewett, B. L. (2000). Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. Computers and Composition, 17, 265-288.
Honeycutt, L. (2001). Comparing e-mail and synchronous conferencing in online peer response. Written Communication, 18(1), 26-60.
Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564.
Lan, Y. J., Sung, Y. T., Cheng, C. C., & Chang, K. E. (2015). Computer-supported cooperative prewriting for enhancing young EFL learners'' writing performance. Language Learning & Technology, 19(2), 134-155.
Lee, C. T. (2004). Why is there a ''bipolarity'' phenomenon? Retrieved from http://ejee.ncu.edu.tw/issues/04-1gapintro.htm
Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(01), 108-119.
Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201-213.
Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34-50.
Li, X., Chu, S. K. W., & Ki, W. W. (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China. Computers & Education, 77, 151-169.
Lingnau, A., Hoppe, H. U., & Mannhaupt, G. (2003). Computer supported collaborative writing in an early learning classroom. Journal of Computer Assisted Learning, 19(2), 186-194.
Liou, H.-C. (2009). A case study of web-based peer review for college English writing. 課程與教學季刊, 13(1), 173-208.
Liu, J., & Hansen, J. G. (2002). Peer response in second language classroom. Ann Arbor, MI: University of Michigan Press.
Liu, P.-L. (2011). A study on the use of computerized concept mapping to assist ESL learners'' writing. Comput. Educ., 57(4), 2548-2558.
Liu, Y., Surasin, J., & Brudhiprabha, P. (2015). An Application of the Process Writing Approach in Teaching English Writing to High School Students in China. Human Resource Development Journal, 6(1), 140-148.
Lo, J.-J., Yeh, S.-W., & Sung, C.-S. (2013). Learning paragraph structure with online annotations: An interactive approach to enhancing EFL reading comprehension. System, 41(2), 413-427.
Lu, R. L., & Bol, L. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. Journal of Interactive Online Learning, 6(2), 100-115.
Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer''s own writing. Journal of Second Language Writing, 18, 30-43.
Matsuda, P. K., & Silva, T. (2014). Second language writing research: Perspectives on the process of knowledge construction: Routledge.
McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208.
Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco, Calif. ; [Great Britain]: Jossey-Bass.
Min, H. T. (2003). Why peer comments fail. English Teaching & Learning, 27(3), 85-103.
Min, H. T. (2005). Training students to become successful peer reviewers. System, 33, 293-308.
Min, H. T. (2006). The effects of trained peer review on EFL students'' revision types and writing quality. Journal of Second Language Writing, 15, 118-141.
Mourssi, A. (2013). Theoretical and practical linguistic shifting from product/guided writing to process writing and recently to the innovated writing process approach in teaching writing for second/foreign language learners. International Journal of Academic Research in Business and Social Sciences, 3(5), 731.
Muncie, J. (2002). Process writing and vocabulary development: comparing Lexical Frequency Profiles across drafts. System, 30(2), 225-235.
NTIN. (2014). Curriculum framework: General education courses. Retrieved from http://www-news.ntin.edu.tw/teaching.aspx?id=36
Odom, S., & Helfers, R. C. (2016). Improving Criminal Justice Students’ Writing Outcomes Through Systematic Writing Instruction. Journal of Criminal Justice Education, 1-18.
Oxford, R. (2001). Language learning strategies. In R. Carter, and Nunan, D. (Ed.), The Cambridge guide to teaching English to speakers of other languages (Vol. Chap.24, pp. 166-172). Cambridge: Cambridge University Press.
Pennington, M. C., Brock, M. N., & Yue, F. (1996). Explaining Hong Kong students'' response to process writing: An exploration of causes and outcomes. Journal of Second Language Writing, 5(3), 227-252.
Qi, F., & Zhang, L. (2015). A critical review of 40 years of contrastive rhetoric studies into L2 learners’ written discourse overseas and in China.
Racelis, J. V., & Matsuda, P. K. (2013). Integrating process and genre into the second language writing classroom: Research into practice. Language Teaching, 46(03), 382-393.
Reid, J. (2001). Writing. In R. Carter, and Nunan, D. (Ed.), The Cambridge Guide To Teaching English To Speakers Of Other Languages (pp. 28-34). Cambridge: Cambridge University Press.
Richardson, J. T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135-147.
Santrock, J. W. (2008). Educational psychology (4th edition). New York: McGraw-Hill
Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291.
Schoonen, R., & Gelderen, A. (2003). First language and second language writing: The role of linguistic knowledge, speed of processing and metacognitive knowledge. Language Learning, 53(1), 165-202.
Shah, C., Erhard, K., Ortheil, H.-J., Kaza, E., Kessler, C., & Lotze, M. (2013). Neural correlates of creative writing: An fMRI Study. Human Brain Mapping, 34(5), 1088-1101.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners'' acquisition of articles. TESOL Quarterly, 41, 255-283.
Sheen, Y. (2010a). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(02), 203-234.
Sheen, Y. (2010b). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 169-179.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556-569.
Silvernail, D. L., & Gritter, A. K. (2007). Maine''s middle school laptop program: Creating better writers. Retrieved from Gorham, Maine: http://maine.gov/mlti/resources/Impact_on_Student_Writing_Brief.pdf
Simmerman, S., Harward, S., Pierce, L., Peterson, N., Morrison, T., Korth, B., . . . Shumway, J. (2012). Elementary Teachers'' Perceptions of Process Writing. Literacy Research and Instruction, 51(4), 292-307.
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Pearson Education.
SPSS. (2012). IBM SPSS Statistics Version 21. Boston, Mass: International Business Machines Corp.
Sternberg, R. J., & Williams, W. M. (2002). Educational psychology. Boston: Allyn & Bacon.
Stevens, R. J. (2003). Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction. Educational Research and Evaluation, 9(2), 137-160.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.
Tai, H. C. (2010). Attribution Theory and Writing Training: a Senior High School Classroom Research in Taiwan. Taipei: Crane.
Tai, H. C. (2012). Nursing learners attributions to their success and failure in learning English writing. Journal of Chang Gang Institute of Technology, 16(1), 140-170.
Tai, H. C. (2013). Factors influencing student nurses'' perceptions of success and failure in second language writing - A classroom-based study. Postmodern Openings, 4(2), 75-114.
Tai, H. C. (2016). Effects of collaborative online learning on EFL leaners'' writing performance and self-efficacy. English Language Teaching, 9(5), 119-133.
Tai, H. C., Lin, W. C., & Yang, S. C. (2015). Exploring the effects of peer review and teachers'' corrective feedback on EFL students'' online writing performance. Journal of Educational Computing Research, 53(2), 284-309.
Tai, H. C., Pan, M. Y., & Lee, B. O. (2015). Applying technological pedagogical and content knowledge (TPACK) model to develop an online English writing course for nursing students. Nurse Education Today, 35(6), 782-788.
Tai, H. C., Pan, M. Y., & Lee, B. O. (2016). Effects of attributional retraining in writing performance and perceived competence for university nursing learners. Nurse Education Today, 44, 66-73.
Thurston, A., Duran, D., Cunningham, E., Blanch, S., & Topping, K. (2009). International on-line reciprocal peer tutoring to promote modern language development in primary schools. Computers & Education, 53, 462-472.
Tribble, C. (1996). Writing. Oxford: OUP.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tsui, B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170.
Wang, W., & Wen, Q. (2002). L1 use in the L2 composing process: An explanatory study of 16 Chinese writers. Journal of Second Language Writing, 11, 225-246.
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36.
Weldy, T. G., Maes, J. D., & Harris, J. D. (2014). Process and practice: Improving writing ability, confidence in writing, and awareness of writing skills’importance. Journal of Innovative Education Strategies, 3(1), 13.
White, R. V. (Ed.) (1995). New ways in teaching writing. Alexandria, VA: TESOL.
White, R. V., & Arndt, V. (1991). Process writing. Harlow: Longman.
Woolfolk, A. (2007). Educational psychology (10th ed.). Boston: Pearson education.
Wu, W.-C. V., Marek, M., & Chen, N.-S. (2013). Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context. System, 41(3), 515-528.
Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students'' performance and satisfaction within a Wiki environment. Internet and Higher Education, 11, 186-193.
Yen, Y.-C., Hou, H.-T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan. Computer Assisted Language Learning, 28(5), 383-406.
Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19(1), 79-101.
Zhou, D. (2015). An empirical study on the application of process approach in non-English majors'' writing. English Language Teaching, 8(3), 89-96.
Zhou, H. (2015). An Empirical Study of Blog-assisted EFL process writing: Evidence from Chinese non-English majors. Journal of Language Teaching and Research, 6(1), 189-195.
Zimmerman, C. B., Burns, W., Burgmeier, A., Lange, R., Bixby, J., Caplan, N. A., & Adams, K. (2014). Inside Writing. Oxford: Oxford University Press.
陳美芳, 黃楷茹, 謝佳男, & 林宜駿. (2010). 高中同儕寫作回饋的效度與效果探析. 教育科學研究期刊, 55(1), 63-90。
游春琪. (2009). 大學入學考試中心選才電子報第180期. 台北:大學入學考試中心。