本論文旨在探討以英語為外國語之臺灣大學生如何運用閱讀後問題為小組討論綱要。參與者為國立中正大學三十位大二學生，共分為十組，小組成員由學生自行組成。每位參與者先個別閱讀文本，閱讀後再進行小組討論。討論方式分為兩種：一為有提供問題為導向之文本討問方式；另一則為未提供閱讀後問題，採開放式由參與者自行討論所閱讀的文本。本論文焦點在探討參與者如何運用閱讀後問題為討論架構，及其參與者對這兩種討論方式的評估。結果顯示閱讀後問題可以提供小組討論方向，並阻止小組之間因意見相左而發生立場衝突。至於閱讀後無問題為引導之討論方式，可以激發參與者對文本不同的討論觀點與看法。。大部分參與者較偏愛閱讀後有提供問題為討論架構的文本討論模式，理由不一。最後，筆者根據研究結果，提供一些教學上的建議。

The aim of this paper, drawing data from a large research base, is to explore how Taiwanese EFL college students employ and view post-reading questions as a guideline for small-group discussion. Thirty such students, forming 10 small-groups, were voluntary participants in this study. Each participant was requested to read two texts individually, then discuss them, one with and the other without guiding questions for post-reading discussion, with his/her peers. The processes of these two different types of discussions were audio tape-recorded and transcribed verbatim. After small-group discussion, a semi-structured oral interview was used to examine how each group evaluated these two different types of post-reading discussion. Only data with reference to post-reading questions were included in this paper. Discussion data were used to investigate how Taiwanese EFL college students employ post-reading questions as guidelines; data drawn from the semi-structured oral interview were used to probe how participants view post-reading discussion with/without guiding questions. The findings suggest that guiding questions as a guideline in post-reading discussion functioned to initiate the direction of the discussion and to help prevent group confrontations; in addition, with post-reading questions as guidelines, participants can express their ideas more comfortably and confidently. While their reasons varied most participants preferred discussion with questions, as opposed to without. Some pedagogical implications are suggested for classroom practice.