近年來雖有部分文獻討論應用歸因理論於外語學習，但多僅止於學習英語之成敗歸因，鮮少論及單項技能:如寫作之歸因，更遑論關於護理學生之探討。本研究在南部某科技大學以立意取樣法，選取四個護理系二.技一年級的班級20-24歲的209位學生，以問卷與學生訪談進行一學期之資料收集。量性資料輔以SPSS、質性則以QSRNVivo軟體進行分析。結果顯示，經過寫作訓練 後，護理學生的成敗自我信念顯著提升。抱持成功信念的學生將其歸因為適切的內容、學習英語的興趣等9種原因，而抱持失敗信念者則歸因於字彙能力、文法能力、與缺乏練習等21種原因。文章並對歸因理論應用於英語寫作教學提出建議事項。

Much research has been conducted in recent decades regarding the application of attribution theory in investigating learners’ perceptions of their foreign language learning. However, most of the studies focus on the level of language learning in general; not many discuss attributions for a specific language skill, such as writing. Furthermore, research on nursing students’ attributions and perceptions is also limited. This article investigates 209 learners’ perceptions of attributions toward writing-learning in four language classrooms selected by a convenience sampling strategy in a nursing college in southern Taiwan. Two types of data collection instruments, questionnaires and learner interviews, were used before and after a semester of writing instruction. The data was analysed both quantitatively and qualitatively through the aid of computer software, SPSS 17.0 and QSR NVivo 8.0 respectively. Results show that learners enhanced their perceptions effectively after receiving a semester of writing training. Those with perceptions of success supplied 2 main attributions for it (out of a total of 9 possible attributions on the questionnaire): adequate content and interest in learning English. Conversely, those with perceptions of failure mainly listed 3 causes for it (out of a total of 21 questionnaire categories): incompetence in vocabulary, incompetence in grammar, and lack of practice in writing. Teaching implications based on this study were suggested.