傳統的作文教學僅有教師作為讀者，缺乏真實互動，本研究採取行動研究法，設計「作文反饋交流活動」及「作文問答交流活動」，使14名美國大學華語學習者與40名臺灣高中英語學習者進行非同步遠距線上語言交換，探究兩項作文交流活動對學習者二語寫作能力、跨文化溝通能力、二語學習動機、二語寫作焦慮之影響，並歸納、整理作文交流活動實行成果，為未來相關課程提出教學建議。
研究資料來源為學習者問卷調查、臺美學生作文文本與教師訪談，綜合量化及質化工具進行分析。研究結果顯示，在「作文反饋交流活動」中，美國、臺灣學生分別在詞彙標號、句型語法上的收穫最多。在「作文問答交流活動」中，雙方學生皆展現了對目的語文化的好奇心，能自主比較、分析文化差異，並保有同理心。從作文文本及活動反思來看，作文交流活動有助於培養學習者態度、認知、行為三層面之跨文化溝通能力（張紅玲，2007）。
比較臺美學習者在參與作文交流活動 前後學習動機及寫作焦慮量表的差異，發現臺灣學生學習動機大幅提升，且達顯著差異，但美國學生學習動機並未提升。這可能與美國學生在作文交流活動中，未獲得足夠的信息量有關。在寫作焦慮上，美國及臺灣學生皆有所降低，不過僅美國學生達顯著差異。其原因可能與臺灣學生原始寫作焦慮感高，且英語為義務教育學科，教學又多為考試導向有關。最後，本文統整師生對兩項作文交流活動之看法與建議，認為增加交流時間、指定作文題目，教師於活動前在課上引導討論，更能加深作文內容，對比雙方文化差異，提升交流效益。

This action research explores the potential of composition exchange activities to enhance the second language writing skills of 14 American college students and 40 Taiwanese high school students. Two composition exchange activities were conducted asynchronously to improve students’ second language writing ability, cultivate intercultural communication competence, increase learning motivation, and decrease writing anxiety. “Feedback Exchange Activity” was aimed at investigating the benefits of feedback from language exchange partners and “Q&A Exchange Activity” focused on the discussion of cultural differences.
The data was collected via questionnaires, compositions, and interviews. The findings showed that after exposure to the “Feedback Exchange Activity,” American students received feedback mostly on vocabulary and punctuation, while Taiwanese students received feedback mostly on grammar patterns. On the other hand, after exposure to the “Q&A Exchange Activity,” both American and Taiwanese students were curious about the target language culture, showed an ability to compare and contrast the cultural differences, and demonstrated empathy for foreign cultures. Analysis of the students’ compositions and reflections indicated that “Q&A Exchange Activity” is effective for cultivating students’ intercultural communication competence in terms of attitude, cognition and behavior level.
The pre-post change analysis indicated a statistically significant increase in Taiwanese students’ learning motivation, but not in American students’ learning motivation. One possible explanation is that Taiwanese students did not provide sufficient feedback for American students during the composition exchange activities. Besides, for both American and Taiwanese students, writing anxiety decreased on average after the activities. The overall decrease in writing anxiety was statistically significant for American students while not for Taiwanese students. This may be due to the fact that Taiwanese students were under academic pressure and in test-oriented learning environment.
Both students and teachers who participated in the composition exchange activities suggested that extending interaction time, assigning composition topics, and leading discussions before the activities would enrich the content of the compositions, help identify cultural differences, and improve the effectiveness of composition exchange activities.

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