| Summary: | 碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 101 === The study aimed to integrate the strategy of peer-assessment, using different grouping methods, into Mandarin composition lessons and explored its impact on enhancing students’ writing performance and motivation. A nonequivalent pre-and-posttest quasi-experimental design was implemented. Sixty-four 8th grade junior high students from two classes in Hsinchu County were recruited and randomly assigned to two intervention conditions. The subjects assigned to the first intervention condition worked in the heterogeneous groups during the peer-assessment activity; while the subjects in the second intervention worked in the homogeneous groups.The whole experiment lasted for 9 weeks, with a total of 405 minutes. Both of the subjects’ writing performance and motivation toward writing were measured by validated instrument. ANCOVA was performed.The results showed that the subjects working in the heterogeneous groups performed significantly better than those working in the homogeneous groups in their writing, especially in the aspects of selection of materials and topics,organization and rules. However, no significant differences between the two groups in their writing motivation were found .The implications and suggestions for teachers and future research were discussed.
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