雖然從一九六Ο年代中期開始，英作文教學法已有不同程度的發展，如Maxine Hairston 所指稱的「作文教學法的革命」，但多數第二外語的英作文仍沿用作品成果取向(product-oriented)而非過程取向(process-oriented)。
在本研究□，運用目前「過程取向」中的創意策略教學來探討它在第二外語寫作教學上的成效。研究的目的在於回答下列問題： (一) 創意策略教學是否能幫助學生在寫作上有創意、有構思、有想像？(二) 創意策略教學是否會減弱學生在字彙、語言使用及標點符號的能力？(三) 創意策略教學是否能增強學生在作文組織結構方面的能力？(四) 創意策略教學是否能增進第二外語學生的整體寫作能力。
本研究從二ΟΟ二年九月開始至二ΟΟ四年六月結束，而共有七十二位社會組高中同學參與作文教學課程。前測及後測作品各有九十一篇。評分準則分成下列五項：內容、結構、字彙、語文使用和標點符號。
研究結果簡略歸納如下：(一) 學生因創意策略運用，更能有效構思取材而激發想像力；(二) 創意策略教學不會減弱學生在字彙、語言使用及標點符號的能力；(三) 創意策略教學未必能增強學生在作文組織結構方面的能力；(四) 創意策略教學確能有效提昇學生整體的英文寫作能力。
從研究中發現，應用創意策略教學確能增進學生的英作文寫作能力。

In the mid-1960s, the pedagogy of composition has had a different progress, which Maxine Hairston (1982) labeled it as the revolution of the teaching of writing, yet most of the EFL composition writings are still product-oriented rather than process-oriented.
In this study the current process approach writing, that is, the use of invention strategies is used to examine and compare its effects on EFL high school English writing. The aim of the study is to explore and answer the following questions: (1) Can invention strategies be used to help student-writers generate ideas, gather information and ignite imagination in their writing? (2) Will student-writers' abilities in the use of vocabulary, language use and mechanics be lessened by the use of invention strategies? (3) Can invention strategies be used to help student-writers strengthen the organization of their writing? (4) Will EFL students' overall writing performances improve through the instruction of invention skills?
The study was conducted from Sept, 2002 to June, 2004, and a total of 72 11-grade senior high school students from social science program participated in the research. There were 182 pieces of students composition writings paired and graded. The criteria of scoring were categorized into five parts: content, organization, vocabulary, language use and mechanics.
The results are summarized as follows：(1) Invention strategies can help student-writers generate ideas, gather information and ignite imagination in their writing. (2) Student-writers' abilities in the use of vocabulary, language use and mechanics will not be lessened by the use of invention strategies. (3) Invention strategies cannot necessarily help student-writers improve the organization of their writing? (4) Overall, invention strategies can significantly improve the EFL students’writing performances. Besides, EFL student-writers also got the highest average grades in content part. In other words, the students-writers will enrich the content of their compositions through the use of instruction of invention strategies. Judging from the findings, student-writers as well as the writing teachers will gain benefits from the use of invention strategies.

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