本研究旨在探討國中生在接受任務導向的閱讀寫作的指導下，他們的寫作能力及對閱讀寫作的態度是否有受到摘要寫作及同儕修改的共同學習的影響而有進步。
這份個案研究主要是以實際教學及問卷方式進行。在教學方面，因為是以台南市某一所國中的三十位國中二年級學生為主要研究對象。在閱讀指導方面，學生所閱讀的指定書本是綠野仙蹤(The Wizard of Oz)。學生必須在家中先閱讀。在整個閱讀課程後，學生們便開始摘要寫作。在這活動中，學生要試著將他們舊有的知識及新學的寫作技巧加以融合並進而用他們的話來重新表達所閱讀的故事情節。在批改方面，教師要引導學生如何去修改和欣賞同儕的作品，期許學生能在其中見賢思齊，見不賢而內自省。最後，為達到客觀性，學生的兩次長篇摘要藉助一個線上評分系統以比較學生在接受這些課程之前及之後的差別。在資料收集方面，在閱讀及寫作課程中所進行的所有單字考試還有學生在閱讀及寫作問卷(SORWA)的結果都被收集來分析且比較學生在接受這整個課程之前及之後的成績和態度的差異。

本研究的主要發現如下:
1.只要學生有時間及機會練習新單字，他們便可能運用新字更好而且記的更久。
2.學生如果能使用到適合他們程度的書本，他們會學習更多且更有信心。
3.學生認為透過閱讀指導，他們閱讀表現是可以提升的。
4.學生發現寫作活動增強了他們的閱讀效率及語言的使用能力。
5.學生認為同儕修改活動可以提升他們的寫作能力及英語學習的效率。
6.任務導向的教學及合作學習對於閱讀，寫作及同儕修改都非常有用。

根據研究所得到的結果發現到任務導向的摘要寫作教學對於提升學生的寫作能力的確有幫助。此外，學生對於寫作的態度變的更正面，而在經由同儕修改的合作學習中，學生變的更主動學習。

This study is to explore the junior high school students’ writing performance and learning attitudes after taking task-based reading-to-writing instructions through summary writing and peer reviewing.
This qualitative-quantitative study includes an experimental teaching and a questionnaire survey. The subjects were 30 junior high school students. The storybook, the Wizard of Oz, was chosen. After reading courses, summary writing was applied to encourage learners to restate the story. Peer reviewing was implemented to encourage learners to appreciate others’ work as well as learn some other writing skills. An online assessment system was also used to know the improvement of their writing performance. In the data collection, all the vocabulary tests were collected. Learners’ response toward the questionnaire, SORWA, was also gathered to know the difference of their attitudes. The findings from the study were: (1) the more opportunities to practice new words, the better performance to manipulate new words; (2) learners can benefit more from an appropriate textbook; (3) under the task-based reading instructions, the reading performance can be enhanced; (4) writing activities can enhance reading efficiency and the ability to manipulate words; (5) peer reviewing can enhance writing ability and effectiveness of English language learning; (6) task-based instructions and collaborative learning are both useful in each session of reading, writing, and peer-reviewing.
In conclusion, the findings of the study certified that the use of task-based reading-to-writing activities would improve EFL learners’ writing abilities, and that the attitudes towards writing could become more positive and autonomous through the writing activities with peer reviewing.

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