This research aims to investigate and examine the effectiveness of building the coherence (Halliday and Hasan, 1976) of scientific/technical academic writing through cooperating the computer-assisted language learning tool, IWiLL (Intelligent Web-based Interactive Language Learning). Although many studies have assessed the procedure and impact of error correction, particularly that of grammar, on EFL writing, few have been done to explore the validity and efficacy of explicating the coherence of academic writing to learners so as to improve their quality of writing. In light of this, process writing, mind mapping, and technology resources were adopted in this research to maximize learning achievement. The participants in the study are 20 Computer Science and Information Engineering doctoral students enrolled in the Writing Seminar offered by their program at a university in Northern Taiwan in the Spring semester, 2009. The qualitative data were compiled from the pre-and- post English writing assessments and the quantitative data were gathered from the pre-study and post-study questionnaires (English writing process assessment, English writing apprehension questionnaire, and questionnaire of online learning through IWiLL). The statistical results of pre-study and post-study writing assessments indicated the significant progress of students on the employment of cohesive techniques such as old/new information distribution, synonym and repeated key word, and summary word; meanwhile, the overall improvement also showed in students’ pre-and- post assessments which were graded by two reviewers and based on the criteria of TOEFL iBT and Bamberg’s holistic coherence rubric. Further statistical evidences also projected on students’ pre-and-post writing process assessments and suggested that learners are notably aware of the application of process writing techniques. Furthermore, the data collected from learners’ pre-and-post writing apprehension questionnaires denoted that students’ confidence in composing an academic English writing is enhanced and the anxiety level of writing in English is lower. The results of this research have arguably shed light on the efficacy of this top-down approach to teaching scientific and technical writing and due to its successful implementation, can be further incorporated into a standard curriculum that can be adopted by practitioners who are now in the field of science and technology. However, some difficulties of incorporating computer technology in such kind of course design have also been observed. These difficulties need to be overcome in order of optimize the role of CALL in language classrooms.