本研究旨在探究以批判識讀理念設計之大專英文寫作課程，對學生批判能力之影 響，藉以了解教師依據作者所提出之寫作教學模式，引導學生共同探索社會議題之 後，學生於英文寫作中對社會議題之反應，以及學生對此課程之態度。研究對象為 三十六位主修英語的大學生。資料蒐集來源包括學生作文、教學評量問卷、深度學 生訪談。所收集有關量化資料使用頻率計算來分析。質性資料則加以整理分類，並 以Fairclough (2001)「批判言談分析模式」分析學生作文。研究結果顯示，大部份學 生對娼妓合法之議題，持開放與多元的論述，訴求平等、自由、人權諸概念，但亦 有少部分學生持傳統的論述，強調道德、教育核心價值與性病傳播。多數學生對此 課程持正面態度，且英文程度較高之學生更為明顯。同時，英文程度並不影響學生 批判自覺能力。

This study explored EFL learners’ development of critical literacy in a college-level English writing class in Taiwan. It attempted to understand how EFL learners critically responded to the social issues when a proposed critical literacy-based writing model was adopted for instruction. It also investigated how English language proficiency affected EFL learners’ attitudes toward such instruction. Participants were 36 English-major college students who enrolled in this writing course. Data were collected from students’ essays on the prostitution legalization issue, a course evaluation questionnaire and in-depth interviews. Students’ essays were analyzed by using Fairclough’ (1992) concept of critical discourse analysis. Interview data were organized and categorized for interpretation. Responses to the questionnaires were analyzed statistically. Findings revealed that most students articulated the liberal discourse in which they appeal to the concepts of equality, freedom, human rights, while some students produced conservative discourses in which they appeal to the concepts of morality, educational core values, and spreading of venereal diseases, and that the majority held positive attitudes and it was particularly true for students at high English proficiency level. However, low English proficiency level did not hinder students from developing critical literacy.