本研究調查主要研究對話日誌寫作如何影響EFL成人學習者們的寫英文動機。此研究的設計是為了探索 (1) 對話日誌會如何影響EFL成人學習者們的寫英文動機，(2) 在對話日誌中指導老師給的回饋會如何影響EFL成人學習者們的寫英文動機，以及(3) 他們對於寫對話日誌的認知想法。 為了達到此目的，此實驗性研究包含了八位參與者，他們參加了一個研究者計畫的12周讀書會。在讀書會的期間參與者們每週閱讀一篇旅遊書中的文章，並寫兩篇對話日誌，網路社交應用程式(Line)被用來當作寫與交換對話日誌的工具。在參加對話日誌寫作訓練計劃之前，參與者們填寫了有關他們英文學習簡史，以及對於英文學習與寫作態度的背景資料問卷，在對話日誌寫作訓練計畫的第一、六和最後一周，每位參與者都參加了訪談，而所有訪談中的對話內容將會被錄音，並轉為逐字稿。所有參與者的在訪談與背景資料問卷中所取得的回應都會被分析、比較，藉此找出學習者寫作動機的變化，所有資料將會以質性研究的方式呈現。 本研究發現對話日誌寫作增強了大部分成人學習者的寫作動機，由於對話日誌寫作提供他們更多的機會練習英文、讓他們的英文進步，他們也提到老師反饋中的目標語言使用示範，以及針對他們寫作內容所設計的問題，更能激發他們的寫作動機，在使用Line寫作與交換日誌方面，因為它的互動功能讓學生能及時收到老師的反饋，而對寫作動機產生正面的影響。最後，所有的參與者對於對話日誌寫作都持有著正面的態度，因為他們把它視為一個讓他們英文進步和讓他們規律練習寫英文的一種方法。 The present study investigated the effects of Dialogue Journal Writing (DJW) on adult EFL learners’ writing motivation in English. It was designed to explore (1) how DJW influenced adult EFL learners’ writing motivation, (2) how teacher feedback in DJs influenced their writing motivation, and (3) what their perceptions of DJW were. To achieve the purpose, the experimental study recruited eight adult learners who participated in a twelve-week reading club organized by the researcher. They read an article about traveling and wrote two dialogue journal entries every week. Line, a social network application, was used as a tool for exchanging and responding to dialogue journals. Before participating in the project, they filled out background information questionnaires about their English learning histories and attitudes towards English learning and writing. Then, each of them was interviewed by the instructor-researcher during the first, the sixth, and the final weeks of the DJW project. All the semi-structured interviews were audio-taped and transcribed. The participants’ responses acquired from the interviews and the background information questionnaires were analyzed and cross-compared in order to see the changes of their writing motivation. A thematic analysis was performed on the interview data. The present study found that DJW enhanced most adult learners’ writing motivation. They were motivated to write in English because the DJW project offered them more opportunities to improve and practice English. They also reported that the target language input offered in teacher feedback and the questions based on the content of DJs enhanced their motivation to write more. In addition, keeping DJs on Line had positive influences on their writing motivation because it allowed them to receive and respond to teacher feedback immediately. Finally, all of the participants held favorable attitudes toward DJW because they perceived DJW as a way of improving their English proficiency and making them practice writing regularly.
