隨著資訊科技的發展，愈來愈多的外語學習者可以藉由網際網路來學習道地的外語。在眾多網際網路資源裡，全球資訊網的重要性與日俱增，對外語學習扮演著舉足輕重的角色。台灣有關全球資訊網的研究，多數皆探討如何將全球資訊網上的資訊和外語學習的活動做整合，有關學生如何引用全球資訊網的文章來寫英文論文的研究，目前仍非常少見。
本研究旨在探討台灣的大學生如何引用全球資訊網上的英文文章來寫論文。受試者為國立清華大學「英文閱讀與寫作一」課程的十五位外語系大二學生。學期初本實驗進行之前，施測托福測驗以量度受試者的閱讀能力，並且以網路使用情形問卷來了解受試者之前使用全球資訊網的情形。之後六星期，在課堂上教授英文引用寫作技巧，每位受試者都必須寫一篇短篇的論文（約四到六頁），一共有三個星期的時間引用全球資訊網的英文文章來寫作文，同時他們也必須填寫網站使用記錄表，以記錄瀏覽過的網站和所花費的時間。學期末實驗結束後，受試者填寫一份評量問卷以評估對整個實驗的感受。作文成績是根據ESL Composition Profile來評分的，受試者的托福成績、作文成績、本實驗前使用全球資訊網的經驗和瀏覽網站花費的時間，皆以「相關係數」來檢驗兩兩成對的關係。資料分析亦含受試者在英文論文中使用的引用策略，包括引用的形式、種類和適切性。

研究結果發現，引用全球資訊網的英文文章來寫英文論文，閱讀能力較佳者，寫作成績也較佳；研究結果也發現，受試者使用全球資訊網的經驗以及瀏覽網站花費的時間，這兩項變數並不能準確推測受測者的作文成績。受試者引用策略的分析顯示：第一，因為不熟悉西方學術寫作引用的標準，半數受試者仍不能使用正確的引用形式。第二，在直接引用（quotation）、改寫（paraphrase）和摘要（summary）三種引用種類中，直接引用是最常見的引用種類，大多數受試者仍依賴全球資訊網的英文文章為自己短篇論文內容的依據。第三，就引用的適切性來看，受試者作文中百分之九十以上的引用均合宜（appropriately used），摘要的百分比雖然不如直接引言和改寫來得高，卻是三種引用種類中引用適切性最高的。

根據本研究的結果，若要讓學生引用全球資訊網的英文文章來寫英文論文，教師必須先教導學生如何使用搜尋引擎，學生才能在全球資訊網眾多文章中找到相關的、有深度的文章。除此之外，學生也必須學著分辨全球資訊網文章的良窳，並練習學術寫作正確的引用形式。就引用全球資訊網文章寫作英文論文此一議題，未來的研究可質化深入探討學生線上閱讀行為以及寫作的過程。

With the development of information technology, more and more foreign language learners have access to information written in the target language and transmitted via the Internet. Among various Internet resources, the World Wide Web (the Web) becomes very popular recently and plays an influential role in EFL learning. Studies on the Web use in Taiwan have investigated how Web resources can be incorporated into activities in the classroom. However, there is not much known about how students use hypertextual sources to write their own compositions.
This study aimed to explore how college-level EFL learners in Taiwan used reading materials on the Web to write their own compositions. Fifteen sophomores in an English composition course participated in the study in the fall semester, 1999. Before the study, a reading section of TOEFL test was used to measure the subjects’ reading proficiency and a questionnaire was used to investigate their former Web experiences and perception about the Web. It took three weeks during the semester for the subjects to write and revise their source-based papers. During the writing process, they were asked to record the Web sites they browsed on an off-line Web site log designed by the researcher. An end-semester questionnaire was used to obtain students’ evaluation on such a writing process. Correlation of the scores of the source-based papers (holistically graded by two raters using the ESL Composition Profile), TOEFL reading scores, previous Web experiences, and Web search amount was conducted. Qualitative analyses of students’ citation strategies, including the format, type, and relevance of citation, was also conducted.

The results showed that when citing Web articles to write source-based compositions, better readers also wrote better papers but previous Web experiences and Web search time may not predict the subjects’ writing performance. Qualitative analyses of the subjects’ citation strategies showed that (1) half of the subjects had difficulty using the correct citation format due to lack of knowledge of standards of western academic citation; (2) direct quotation was the most frequently used citation type among the three citation types (quotation, paraphrase, and summary) and the subjects did rely on Web texts to substantiate their compositions; (3) regarding relevance to the writing, 90% of the citation in students’ papers was appropriately used and summary was the best-used type, although it was not used as frequently as the others two citation types: quotation and paraphrase.

The results of the study suggested when using Web sources to write academic papers, students need guidance to learn how to use search engines well enough in order to locate relevant and in-depth Web sources. Also, students should be taught how to differentiate good sources from bad ones as well as how to cite sources into their compositions. Finally, there is still a need for qualitative studies which investigate students’ on-line behaviors and their writing process when using hypertextual source sources to write academic papers.

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