近年，台灣有許多課程已陸續採用線上授課，但英文寫作仍強調傳統做法，認為面對面授課模式較能鼓勵師生互動，達到學習成效，更有學者對線上授課成效抱持疑慮，認為該學習方式無法讓學生獲得適當協助。本行動研究旨在探討學生修習線上寫作課程的意願及顧慮、在修習課程後對於線上課程的評量。本研究透過兩份問卷進行資料收集。問卷一探討影響學生修習線上寫作課程的因素，問卷二檢視學生修習此課程的學習感受。結果顯示，在決定是否修習課程時，學生會考量授課老師的能力、課程內容教材是否清晰、老師是否提供及時回饋；修習課程後，學生指出此類課程的成功取決於課程的內容須詳細、課程需有系統性引導、老師須提供及時協助與明確的學習回饋。

In Taiwan, although distance learning has gradually become popular, most courses at the tertiary level, especially EFL writing, are still taught in the traditional classroom format. The emphasis of maintaining such an instructional format comes from the belief that a classroom setting allows more interaction between teachers and students as well as the concern that an online writing course may not be effective in providing students the help needed. This study examined the concerns that Taiwanese students hold when it comes to the decision of taking an online writing course. To investigate the students’ concerns, two questionnaires were used for data collection. The first questionnaire containing 55 items studied what factors influenced students’ decisions in taking an online writing course, whereas the second questionnaire including 39 items provided information on how the students perceived this learning experience. The items in both questionnaires were gathered from previous studies related to the content design, implementation and outcomes of online courses. This study involved 40 students majoring in foreign languages at a university in northern Taiwan. The results from Questionnaire A have indicated that the students’ concerns for taking an online writing course were related to factors such as instructor, content/material clarity, and teacher feedback. The findings from Questionnaire B have shown that the students felt positive about this learning experience, favored the idea of taking another writing course, enjoyed the tight structure of the course, perceived the content and material as clear, and received timely and specific feedback. These results have indicated that the success of an online EFL writing course relies on the elements of instructor competence, material/instruction clarity, and timely feedback.