本研究的目的是調查前導策略對高中英語學習者的英語寫作表現和寫作過程的影響。 研究結果表明：1）前導策略對高中英語者學習寫作能力的影響; 2）高中英語學習者在寫作策略前後的寫作過程。 這項研究包括台灣中部一所私立職業中學的9名高一和高二的學生。 學生們接受了每個星期三天，每天三小時的課程，為期四周。 學生們從研究教師中學到了說明性寫作實施前導策略（列表和概念圖）的指示。 研究資料包括預先測試，背景資料問卷調查，指派寫作，預寫文章，學後測試，激發回想和半結構式訪談。 預計這項研究將經由預寫策略來提高英語寫作表現和流利程度，並在指導前後了解他們的寫作過程。 研究結果顯示，在寫作前導策略中，學生的寫作流暢程度得到了改善; 然而，他們的寫作表現沒有顯著的改善。 其次，在寫作前導之前，除一名學生外，其他學生沒有進行任何寫作計劃所以他們只能努力的去培養寫作的構想。 然而，在指導之後，所有學生都在寫作前階段進行了計劃，並且他們都沒有發展思路的問題。 另外，從寫作過程來看，所有學生都經歷過某種形式的挑戰，其中最明顯的是語法，詞彙使用，拼寫和寫作焦慮。 The purpose of this study was to investigate the effects of pre-writing strategies on senior high school EFL students’ English writing performance and writing process. The study examined: 1) the influences pre-writing strategies have on high school EFL students’ writing performance and 2) senior high school EFL students’ writing process before and after they received instruction in pre-writing strategies. This study involved nine tenth- and ninth-graders in a private vocational secondary high school in central Taiwan. The students received three three-hour classes for four weeks. The students received instructions from the teacher-researcher in implementing the prewriting strategies (listing and concept mapping) in their expository writing. The research data included a pre-test, background information questionnaire, writing assignments, pre-writing papers, post-test, stimulated recall and semi-structured interview. This study is expected to improve English writing performance and fluency through pre-writing strategies and to understand their writing process before and after instructions. The results of the study showed that the students’ writing word count improved after receiving instructions in pre-writing strategies; however, no significant improvement was shown in their writing performance. Second, prior to the pre-writing instruction, the students did not perform any planning with the exception of one student and they struggled to generate ideas. Nevertheless, after the instruction, all the students planned in the pre-writing stage and they all had less problem developing ideas. Additionally, from their writing process, all the students experienced some form of challenges with the most prominent being grammar, vocabulary use, spelling, and writing anxiety.
