本計畫旨在探討同儕互評在不分程度差異的英文寫作班實施的效果，有五十位科技大學英語系的學生參與。同儕互評活動分成兩階段，第一階段提供一般的評語，另一階段則給予指標性的修正建議。此外，參與的學生在活動進行前、進行中及結束後，必須提供回饋表。研究結果發現大部分的學生對活動持正面的態度。雖然許多學生喜歡協助修正同儕的文章，一些學生卻不願意依據同儕提供的建議修正自己的文章，他們較傾向於由老師協助文章的修正。因此，同儕互評活動可以在寫作能力不一的課堂實施，但須搭配老師從旁的協助。

For the purpose of exploring the effects of peer review conducted in the mixed ability EFL writing class, fifty English major students from a technological university participated in this project. The peer review activity was conducted in two sessions. Student reviewers were asked to provide different review comments for each session: general comments and targeted revisions. In addition, they needed to give feedback during and after the peer review activity. The findings showed that most students were fond of the activity. Although students enjoyed working on their peers’ drafts, a few did seem disinclined to make suggested changes to their own writing based upon peer revisions alone, and still desired added oversight from the teacher. This seems to imply that the peer review activity is feasible in a mixed-level EFL writing class, provided appropriate teacher guidance is also available as a kind of added assurance.