本研究旨在檢視台灣技職院校四技英文寫作課程的規劃與實施現況。筆者除了閱讀及整理相關文獻外，並檢視設有四技學制之應用外語系的技職院校網頁資料（共44所科技大學與12所技術學院），了解各系的英文寫作課程規劃，並整理必修課程名稱、學分數與必修年限等相關資訊。筆者更邀請五所技職院校應外系的老師（共12位）以及38名來自這五所學校大三、四的學生完成問卷，以進一步了解師生對於英文寫作課程設計、執行現況之觀感。研究結果顯示，各系寫作課程之學分數與必、選修課程規劃呈現多元性。問卷結果顯示部分應外系師生希望英文寫作課程能有全面性、更周全的規劃，對於每個課程能訂定具體的學習目標，各年級的課程能夠銜接無縫。筆者期盼此研究結果可讓各技職院校，重新檢視其英文寫作課程規劃與實施現況，以更貼近學生學習需求與國家整體發展方向。
The purpose of this study is to examine the design and implementation of English-writing curricula in four-year English departments of technological universities and colleges in Taiwan. Data collection consisted of two phases. Phase 1 involved retrieving relevant information on required English writing courses, calculating the required number of credits, and categorizing writing courses according to their types (i.e., course titles and required vs. elective). In the second phase, 12 teachers and 38 students from five schools completed surveys designed to elicit their views on the design and implementation of the writing curriculum in their respective schools. Data indicate a wide range of credit requirement and curriculum design in the writing programs of the 56 surveyed schools. Data from the second phase show that many teachers and students from the five surveyed schools voiced their needs for a better-coordinated writing program. It is hoped that the findings will provide valuable information for future design and reform of the English writing curriculum at the tertiary level in Taiwan.