科技大學學生英文程度的低落情況已被廣泛討論。迫切需要的是有補救教學來提升學生的英文程度。然而，之前的研究並未對科技大學學生英文程度的低落情況提出對策。根據研究者的觀察，科技大學學生英文程度的低落需要一步一步地補救教學。即便科大學生們已經至少學六年的英文，但事實上，最好能從頭、從最基礎開始。這樣對科大學生而言是最有效可行的方式。本研究闡述一項四個月的英文寫作補救教學，研究對象爲22位南部某科大的學生，他們大多對英文寫作沒有把握。研究對象接受前測－字彙量分級測驗，及寫作測驗。英文寫作補救教學則含兩部分：首先，教授自然拼讀法、音標及1000單字，爲閱讀和造句打基礎。第二、文章朗誦、造句及中翻英的教學，使他們能記住單字、模仿句型，能於寫作時運用文法規則。後測於教學研究後實施。成對樣本t檢定用來計算學生英文成績是否進步，口訪所蒐集的資料則能解釋一段時間的進步情形。質性和量化資料說明了科大學生無法在短時間內寫作程度進步神速。接受補救教學後，學生們漸漸將基礎打穩。如果想讓學生們進步，英語教學者必須提供科大學生從頭開始的補救課程，以打穩他們的英文基礎。最後，對學者、教師和行政人員提出教學實務和未來研究的建議。

The writing deficiencies of students at technological universities are broadly discussed and a remedial course is proposed to enhance English proficiency. Prior studies on remedial education do not always shed light on possible remedies to students' written shortcomings. According to the researcher's observations, learner deficiencies necessitate step-by-step remediation through instruction. In fact, it is recommended that the practical solution of students starting over again from a very basic level, although they may have learned English for as much as six years, be put into affect. This action study describes a four-month remedial writing course involving 22 EFL students at a university of technology located in southern Taiwan. Many participants involved in this study were uncertain of their EFL writing skills. These participants were required to take a pretest-vocabulary level test and a writing test. The remedial writing course contains two sections: first, phonics, phonetic symbols and a 1000 word corpus were taught in order to equip subjects for participation in reading and sentence construction activities. Second, article recitation, sentence construction, and Chinese-English translation were taught to help subjects retain vocabulary, imitate sentence patterns, and apply grammatical rules in written English. A posttest was administrated, and a paired-sample t-test was used to calculate overall improvement levels, with an oral interview utilized to understand their incremental progress over time. Results from both the quantitative and qualitative data revealed that EFL students would not change overnight to become proficient English writers. After receiving this remedial course, participants gradually developed a solid foundation upon which to base their English. It is suggested that EFL educators should lay a solid skill set baseline in EFL writing education to provide students with a well-reasoned start-over remedial course if students are to succeed and then thrive at an appropriate level.