背景：西方學者利用多元感官理論啟發，曾得到不俗的效果。但這教學法是否適用於中文寫作、是否能增強學生在各種文體中的表現則從未受到廣泛研究。
目的：測試以多元感官寫作教學法提高中文寫作的效能。
樣本：兩班修讀副學士的學生，分別接受前測、教學和後測 (N = 55)。
方法：本研究採用實驗方法，兩班學生皆接受多元感官寫作教學，學習的文體為描寫文和抒情文，各兩課節(每節課3小時，共12小時)。前測、後測均由同一老師評核。分析採用2 (時間) x 2 (文體)重複評核方差分析(repeated-measures ANOVA)。
結果：兩個主要結果均見成效，唯兩者間的的交互作用則並不顯著。
結論：證實感官寫作教學能有效地提升學生書寫描寫和抒情文。
Background: Western researchers have demonstrated that the multi-sensory approach to creative writing is effective in enhancing essay writing. However, this approach has never been tested in writing Chinese essays in various genres.
Aim: The study examines whether the multi-sensory approach can enhance Chinese essay writing performance.
Sample: Two classes of associate degree students who took a pretest and a posttest after an intervention (N = 55).
Method: An experiment was conducted with students from two classes taught with the multi-sensory approach. Both classes were taught the descriptive and expressive genres, each genre in 2 lessons (12 hours total). The same teacher scored each essay in the pretests and posttests. The analysis used a 2 (time) x 2 (genre) repeated-measures ANOVA.
Result: Both main effects (test and genre) were significant, but the interaction effect was not.
Conclusion: Evidence shows that the multi-sensory approach was effective in enhancing Chinese writing in the descriptive and expressive genres.
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