本研究探討部落格支援合作寫作，對台灣非英語系大學生寫作質量的影響。101位私立大學一年級的兩個班級學生參與研究，一個班級隨機選為控制組，學生參與傳統式的合作寫作；另一個班級為實驗組，學生參與部落格合作寫作。小組合作寫作持續十個星期。各組每兩星期完成一篇合作寫作(即閱讀文章的感想)。小組的合作寫作從寫作的數量（即寫作的字數）和寫作的質量（即寫作的分數）兩個方面分析。結果顯示，實驗組和控制組合作寫作質與量的表現並無顯著差異。推測「網路的負面作用」和「以同步的方式使用部落格」可能是導致結果不顯著的原因。

The present study is quasi-experimental with the participants totaling 101 first-year non-English majors from two intact classes of a private university in Taiwan. One group was randomly assigned as the control class. The students were engaged in traditional collaborative writing. The other group was the experimental class. The students wrote collaboratively via blogs. The treatment lasted for ten weeks during which each group in both classes completed five collaborative reflections. Students’ collaborative reflections were analyzed in terms of writing quantity (i.e., the number of words) and writing quality (i.e., analytical scores). The results showed that the collaborative reflections from the two classes were not significantly different in terms of writing quality and quantity. The negative role of the Internet and the synchronous way of using blogs might be the reasons that lead to the non-significant results. Some pedagogical implications are provided for teachers’ reference.