鑒於教育科技的快速發展，尤其在英語作為外語（EFL）寫作教學的脈絡下，教育工作者往往需要以實證為基礎的指引，運用最新的科技知識進行課程設計。這包括科技實施的類型，以及在何時使用、限制或排除科技等教學決策上的權衡。針對此議題，本論文旨在探討文獻計量學 證據如何引導改良式過程語類教學法（Process-Genre Approach, PGA）於英語寫作課程中的設計與實施，並揭示科技融入英語寫作教學中的回饋動態與寫作成效。
本研究採用探索型序列設計。研究一針對2020至2025年間169篇有關英語寫作科技實施的文獻進行書目計量分析。研究識別出七個主題群集，包括：生成式人工智慧（GenAI）、自動化寫作評估、協作寫作、科技媒介回饋、數位教學法、體驗式學習及學習者自主性，並以生態/新生態（bio/neo-ecological framework）理論架構加以詮釋。研究二將上述洞見應用於一門以雅思（IELTS）為導向的寫作選修課程，參與者為七名歐洲共同語言參考架構（CEFR）B1程度的中級大學生。課程實施無科技介入之共同建構活動、隨機化單一來源回饋設計（同儕/教師/生成式人工智慧），並設置限制條件，使學生於計時修改期間無法取得回饋。
改良式過程體裁教學法之探索性實施結果顯示，學生在雅思寫作Task 2的表現隨時間點呈現進步趨勢（整體分數中位數從前測的5.00分提升至延宕後測的5.75分），且在多項評分向度上呈現整體性進步。詞彙發展呈現明顯提升，詞彙多樣性（VOC-D）與詞彙複雜度（Zipf頻率）於延宕後測時達顯著進步。針對12次課程（362個回饋單位）的回饋分析顯示，生成式人工智慧回饋的採納率最高（47.9%），教師回饋的採納率最低（33.1%）。形式聚焦回饋（form-focused feedback）的採納率（48.9%）高於內容聚焦回饋（content-focused feedback），後者在三種回饋來源中經常被忽略。共同建構期間的同儕互動分析（1,338個話輪）顯示，學生的對話主要聚焦於協作動態與過程寫作活動。研究發現意味著，有效的科技融入英語寫作教學需要協調一致的教學設計，而非單純添加工具。生成式人工智慧與形式聚焦修改支援最為契合，而教師與同儕則在內容發展與協作方面扮演各自獨特的角色，限制條件與活動順序則形塑學生關注與學習的內容。

Given rapid developments in educational technology, especially in the context of English as a Foreign Language (EFL) writing instruction, educators often need evidence-based guidance that leverages up-to-date technology knowledge for course design. This includes the type of technology implementation and balancing pedagogical decisions on when to use, constrain, or exclude technology. In addressing this issue, this thesis contributes by examining how bibliometric evidence can guide the design and implementation of a modified Process-Genre Approach (PGA) to an EFL writing course, and what this reveals about feedback dynamics and writing outcomes in technology-enhanced EFL instruction.
Using a sequential exploratory design, Study 1 conducted bibliometric mapping of 169 publications on technology implementation in EFL writing from 2020–2025. The study identified seven clusters, including generative artificial intelligence (GenAI), automated writing evaluation, collaborative writing, technology-mediated feedback, digital pedagogies, experiential learning, and learner autonomy, all of which were interpreted through bio/neo-ecological framework. Study 2 applied these insights in an IELTS-focused (International English Language Testing System) writing elective course with seven intermediate-level university students at the Common European Framework of Reference for Languages (CEFR) B1 level. The course implemented technology-free joint construction, a randomized single-source feedback design (peer/teacher/GenAI), and a constraint that prevented access to feedback during a timed revision period.
Results from exploratory implementation of modified PGA EFL writing pedagogy showed improvement in IELTS Task 2 Writing performance across timepoints (median overall band increased from 5.00 at pre-test to 5.75 at delayed post-test), with omnibus gains across several rubric dimensions. Lexical development showed clear gains, with significant improvement in lexical diversity (VOC-D) and lexical sophistication (Zipf frequency) by delayed post-test. Feedback analysis across 12 sessions (362 feedback units) showed the highest uptake for GenAI feedback (47.9%) and the lowest uptake for teacher feedback (33.1%). Form-focused feedback had higher uptake (48.9%) than content-focused feedback, which was frequently ignored across the three feedback sources. Analysis of peer interaction during joint construction (1,338 speaking turns) showed that students’ talk focused mainly on collaborative dynamics and process writing activity. These findings imply that effective technology integration in EFL writing requires coordinated pedagogical design rather than adding tools. GenAI aligns most strongly with form-focused revision support, while teachers and peers play distinct roles in content development and collaboration, and constraints and sequencing shape what students attend to and learn.

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