| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 106 === The purpose of this study is to explore the application of using guided writing for sixth graders to learn English writing. Also, the researcher reflected the difficulties she encountered during the process of the research and then proposed some solutions to the problems. The action research method was adopted to conduct this study, which involved 12 sixth-grade students from an elementary school in Pingtung city. The research had carried out 14 guided writing courses for 9 weeks.
The collection of data included qualitative data and quantitative data. Qualitative data included students’ works, students’ interviews, classroom observation, researcher’s self reflection on teaching, and feedback from critical friends; quantitative data were collected through students’ pre- and post- English writing ability test and English writing attitude scale. The statistical method was used as Wilcoxon signed ranks test to test the research hypothesis, then used the qualitative data to aid the conclusion of the research.
The major findings are summarized as follows：
1. The process of using guided writing for sixth graders to learn English writing included two teaching cycles.
2. The researcher experienced six problems when using guided writing instruction on sixth graders and then the researcher proposed some solutions to the problems.
3. Using guided writing instruction can enhance sixth graders’ English writing.
4. The researcher had a lot of introspection and growth when using guided writing instruction.
The suggestions of this study are as follows：
1. Textbooks can be used as major teaching materials in dialogue writing instruction.
2. Instructional design should put emphasis both on students’ subjectivity and interest to the course.
3. Guided teaching materials can be helpful for teaching English writing.
4. Guided writing instruction can start from sentence imitation to dialogue writing.
5. Experience-based courses may be one of the future hypotheses to improve students’ English writing attitude.
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