為了積極地創造一個更有效且互動良好的英語學習環境是當今台灣各層級英語教育者的重要研究主題。本研究旨在探究國中生對任務導向之閱讀與習作整合式英語教學的學習成效，並探討學生對該教學法的學習態度。參與本研究之學生乃選自台南某英語學習中心的37 位國中學生。為瞭解中學生對英語寫作融入閱讀教學的態度，本研究採用「英語寫作融入閱讀教學態度問卷(SORWA)」蒐集相關研究資料。經SPSS 統計套裝軟體分析，發現中學生對以任務導向整合式英語教學法將英語寫作融入閱讀教學的英文學習活動具有相當正面的態度。

Actively creating a more interactive and collaborative instructional environment is a crucial research topic for EFL instructors and educators in all levels of the educational system in Taiwan. The purpose of the study was to examine the effectiveness by using a collaborative task-based approach in the teaching of reading and to explore EFL learners’ attitudes toward reading-to-writing English instruction. The study sample was 37 junior high school students randomly selected from an English learning language center in the Tainan City. This qualitative and quantitative study included both an experimental reading-to-writing instruction and a questionnaire survey, The Scale of Reading and Writing Attitudes (SORWA). The finding showed that EFL learners expressed fairly positive attitudes toward the collaborative task-based reading-to-writing English instruction.