本行動研究以wiki 網路寫作系統為平台，透過同儕互評活動探究大專生英文寫作技巧與動機之改變。研究對象為南部某技專校院大學部英文系二年級由研究者任教「閱讀與寫作」的一班學生32 人，進行一學期單組前後測、兩階段循環之教學行動研究。研究資料蒐集包含寫作評分表、課程回饋問卷、教師反省日誌、學生在wiki 平台寫作資料，以及課堂之教室觀察。研究結果顯示，雖然學生整體寫作能力無顯著提昇，但對於wiki 線上寫作與同儕互評，呈現從初期保留逐漸轉為正向態度，多數學生並認為線上同儕互評活動能提昇個人寫作能力，表示未來願意繼續使用wiki 系統從事英語寫作。本行動研究結果除能提昇教師個人專業發展，亦能以建構的「wiki 線上寫作系統」實踐知識，作為後續研究的方向。

This action research investigates the efficacy of using the online writing platform and peer-assessments to develop English writing skills and motivation among 32 second- year college students in southern Taiwan. The wikis were used as a collaborative writing tool to mediate and enhance writing skills. As an integral part of the school course 'Reading and Writing', one group pretest-posttest design was employed and a two-stage cycle of investigation was conducted in one class over one school semester. Data was collected using the Composition Grading Feedback Sheet, surveys, interview, document as well as observation. Findings revealed that even though significant improvements of students' general English writing performances were not found, most of them demonstrated positive attitudes towards using the wikis for peer-assessments. They agreed that this on-line activity could enhance English writing skills, and were ready to engage themselves in similar future practice. Drawing from the study, several conclusions are set out to highlight some implications for EFL teachers, and future research directions are suggested.