本研究旨在探究融合策略之寫作教學對CSL/CFL學習者後設認知知識的影響。在以閱讀輔助寫作的課程設計下，學習者針對人、物（空間）、事件三個主題，分準備、寫作、評改三個學習階段進行寫作任務。學習者在半隱藏式教學(semi-embedded instruction)的引導下，運用選擇性注意、做筆記、組織、真實的練習機會、合作學習、學習遷移、自我評量等學習策略，提高對以中文寫作的意識以及寫作成品的品質。本研究發現學習者在以下幾方面的後設認知知識有所改變或發展：用中文寫作的個人信念；寫作過程中的規畫與執行，以及對讀者之認知與意識；在自主性學習及文章組織方面的學習遷移；以及自我評量之標準的設定。在討論翻譯於外語／第二語言寫作的角色、寫作課程之設置與實施，以及學習者在寫作行為與認知知識方面的發展後，提出如下結論：融入策略並選擇單一文體做為訓練內容的寫作教學，可幫助學習者較快地看見學習成效，因而對寫作課產生興趣與信心，加強其對寫作的成就信念，提高對學習成果的評量標準，設定較有挑戰性的學習目標，這一連串的後設認知知識是幫助學習者繼續學習寫作技巧的重要指導因素，而將寫作課設置為常態性分階段的課型也有其實施價值及可能性，如此將可真正達到培養學習者寫作能力的目標。

The purpose of this paper is to study the effect of writing instruction on CFL/CSL learner's writing meta-cognitive and a possible type of lesson. The writing course is reading assisted and strategy embedded. Students are assigned three writing tasks and have to finish them each in three stages: preparation, writing, and evaluation. The semi-embedded strategies introduced to students include selective attention, note-taking, organization, practicing, cooperative learning, transfer of learning, self-evaluation, and so on. The aim of the strategy-embedded writing instruction is to raise learner's awareness of writing in Chinese and the quality of writing production. By discussing the role translation plays in second/foreign language writing, design and implement of a writing course, and the development of learner's writing behavior and cognitive knowledge, it is concluded that with strategy-embedded instruction and single and specific training content, learners do change or develop their writing knowledge of meta-cognitive in Chinese which serves as an important guide in continuing to practice and advance their writing skills. At the end of this paper, the author argues that a regular writing course with different stage goals is both technically feasible and of high value so it can truly cultivate learners writing ability.