Recently, research on the use of graphic organizers (GOs) for language learning has contributed considerably to our understanding about reading or writing skills in first language as well as second language contexts concerning the students’ literacy performance. It was believed that GOs can visually demonstrate the relationships between main ideas and detailed information in order to help comprehension of expository texts, or reduce memory load in the reading-writing process. While most of the GO-related and computerized GO-related studies investigated its application in reading and writing instruction separately, little research has been conducted addressing its use by combining reading with writing activities. As computerized graphic organizers become available with the widespread use of the technologies, limited research along this line calls for more studies. Additionally, Ojima (2006) suggested that the influences of learners’ individual differences on the effectiveness of GOs deserve further explorations. Therefore, the purpose of the present study is to explore how computerized graphic organizers are incorporated into L2 reading-writing unified activities by examining students’ summary as well as response writings and impact of different learning styles on their use. The present study adopted a single- group pretest- posttest design. Fifteen English- major students were involved in six-week computerized GO intervention. Six argumentative essays with 450 words were used as research materials. Students were given two pretests to determine their entry levels of English proficiency. Then, the instructional orientation of using the Inspiration software was administered to make sure that all of them became familiar with the computerized GO strategy. Students were asked to write two summary-response posttests based on argumentative articles they read. Summary- response writings were analyzed to examine students’ reading comprehension and paragraph writings based on assessment rubrics. Specifically, summary writings were analyzed in order to examine students’ reading comprehension through the percentage of identified idea units, content, organization, and its holistic score were assessed. On the other hand, students’ writing in the response section was graded based on content and organization with its holistic score. Meanwhile, the Group Embedded Figures Test was administered to examine whether different learning styles influence the effectiveness of its use on students’ reading and writing performance. At the end of the whole treatment, an evaluation questionnaire was given to students to elicit students’ responses concerning the integration of Inspiration on reading and writing instruction. The findings revealed that the students’ reading comprehension did improve based on the evidence that higher scores were given in the posttest summary writing.The students were able to identify higher percentage of idea units from the source articles and they were able to produce well-organized summaries after Inspiration instruction. As for writing, it was found that the use of Inspiration incorporation led to significant improvement in the students’ response writing. They were able to produce more well-supported arguments and produce well-developed responses. Furthermore, field dependent or field independent learning styles did not seem to affect how the students used Inspiration for reading and writing. Finally, the results from the evaluation questionnaire indicated that the students generally held positive attitudes towards the incorporation of Inspiration. Most of them agreed that Inspiration was a useful tool in the process for reading and writing practices. Meanwhile, when asked to state the reasons why they thought Inspiration was useful for reading and writing, the majority of students mentioned that Inspiration provided them with clear visual support. Thus, they can easily understand the structures in the articles while they read and they preferred the aid of Inspiration while they organized their ideas at the pre-writing stage. The significance of the present study shows that it is effective to incorporate computerized graphic organizers such as Inspiration into second language classes and this strategy can serve as a bridge to link reading practices with writing activities.

近年來，網絡圖應用於語言學習閱讀與寫作方面的研究成果相當豐富。相關研究結果讓我們瞭解網絡圖的發展、特色以及其對於學生讀寫表現上之影響。透過網絡圖所帶來的視覺輔助，學生能瞭解文章裡重點及細節之間的關係。因此，網絡圖的運用能幫助學生對於論說文的理解，也能減輕他們在讀寫歷程中記憶上的負擔。然而，大部分網絡圖或電腦化網絡圖相關研究僅限於閱讀與寫作兩種技巧上的分別應用，鮮少相關研究著重於讀寫合一教學活動。隨著科技日新月異，電腦化網絡圖使用更加廣泛。不過，有關電腦化網絡圖之研究十分有限，相關議題仍尚待研究。此外，Ojima (2006)也提出個別差異對於網絡圖策略之成效值得做更深入的研究探討。因此，本研究藉由檢視學生摘要與回應寫作來探討電腦化網絡圖融入第二語言學習中讀寫合一教學活動之成效，並深入瞭解不同的學習風格是否影響電腦化網絡圖的使用成效。本研究採單一組別前後測設計。共有十五位外語系大三學生參與為期六週的電腦化網絡圖教學實驗。研究教材為六篇長度約四百五十字的議論文。從兩次前測中，得知學生目前英語程度。之後，在課堂中施行電腦化網絡圖Inspiration軟體教學活動且確認班上同學熟悉如何操作此軟體。接著要求學生閱讀議論文並使用Inspiration 軟體來完成摘要及回應撰寫。利用摘要與回應撰寫來分析學生閱讀理解以及段落寫作能力。進而藉由所辨識重點之百分比以及摘要撰寫中整體、內容與組織方面的評分，以檢視學生閱讀理解的能力。另一方面學生針對文章所作的回應撰寫也依據整體、內容與組織三面向來評估段落寫作能力。同時，透過團體藏圖測驗施測的結果來檢視不同的學習風格(場地依賴或場地獨立)是否影響Inspiration 軟體使用成效。在教學實驗最後階段，透過問卷發放來了解學生對
於Inspiration 軟體融入讀寫練習課程中的反應。
研究結果發現，在後測時，學生摘要寫作獲得較高的分數。由此可證實藉由Inspiration 軟體輔助學生閱讀理解能力的確有明顯的進步。在Inspiration 軟體教學活動實施後，學生能依據指定文章，從中辨識較高比例的重點並寫出較有組織的摘要。在寫作方面，也發現Inspiration 軟體融入教學讓學生回應寫作又顯著進步。他們能提出較有利的論點以及撰寫更完整的回應。此外，場地依賴或場地
獨立學習風格似乎並不影響學生在閱讀寫作時Inspiration 軟體的使用。最後，問卷結果顯示，學生對Inspiration 軟體使用保持正面態度。大部分學生認同在閱讀寫作過程中，Inspiration 軟體使用相當有用。而當被問及Inspiration 軟體好用的原因，他們表示Inspiration 提供清楚的視覺輔助。因此，透過Inspiration 輔助，
他們能在閱讀時更容易地了解文章結構，也能在前置寫作時組織整理論點。本研究主要貢獻在於瞭解Inspiration 軟體融入第二語言學習是有效益的。且此策略使用能有效連結閱讀練習與寫作活動。

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