本研究目的在探討大學生對於一套英文寫作軟體（名爲Criterion）的看法與使用心得。參與的同學是一所國立科技大學三年級中級寫作班的學生。他們在學期末自由填寫一份問卷，以調查他們對於使用英文寫作軟體修改作文的感想。問卷結果顯示：有一半的同學同意Criterion的介面容易使用 (54%, M=3.5)；許多參與者會害怕看到線上計時的功能(78%, M=4.16)。Criterion似乎展現出了它所宣稱的形成性評量(formative evaluation)：有78%的同學覺得Criterion的錯誤診斷分析十分有用(M=4.18)；76%的同學會依照錯誤診斷分析作出修改(M=3.98)。關於總結性評量方面(summative evaluation)：相當少數的參與者(28%)對Criterion的評分有信心(M=2.86)；只有30%的同學覺得Criterion的評分是公平恰當的(M=3.07)。本研究的成果對線上英文寫作軟體的教學與應用，能提供給有興趣的專家學者以及教寫作課程的老師們作爲參考。

This study examined EFL learners' perceived effects of a web-based writing program known as Criterion from the college juniors enrolled in a particular course of intermediate English writing. The students were asked to respond to a questionnaire that surveyed their attitudes toward the use of Criterion in this class. It was found that about half of the participants agreed that Criterion was easy for them to use (54%, M=3.5). A good number of students felt very stressful to see the Timer during their drafting process (78%, M=4.16). Criterion seemed to fulfill the role of a formative evaluation tool (Shermis & Burstein, 2003) in that 78% of the participants felt it helpful to use the function of Trait Feedback Analysis in Criterion (M=4.18), and 76% of students revised their drafts according to the Trait Feedback Analysis (M=3.98). Nonetheless, low percentage of the participants (28%) had trust in the scores rated by Criterion, and just fourteen students (30%) believed the scores given by Criterion were fair and adequate. The findings of this study had provided insights into the use of a web-based writing program in a pedagogical context of English as a foreign language where writing-as-process approach was adopted.