現代科技日新月異，學習者隨時隨地都可以利用簡單的設備連上網路取得檔案文件與網頁等數位資訊。也因此我們需要一種工具與機制來幫助學習者使用得到的數位資訊，精確的記錄個人的意見與知識，並且創造一個方便的訊息交換機制支援學習者之間的互動，進而促進個人與團體的知識成長。傳統的筆記主要功能是幫助個人的學習，記錄所習得的知識與心得，並且使個人得以瞭解自己的學習狀況以改善學習策略。而在資訊化的時代註記可以讓人們針對某些特定資源記錄任何個人意見，與其他使用者透過網際網路的連結進行意見交流及知識分享。本研究設計一種同時支援個人自我調整學習與團體合作學習的註記系統，以解決此一需求。 我們發現有些文件並不允許使用者修改其內容，因此無法直接在上面添加註記，或是有些資訊媒介本身並不支援註記呈現的功能，在這種情境之下，常見的作法便是選擇將文件與註記分開儲存，在不修改原始文件的情況下進行註記，並且在瀏覽的時候將兩者暫時結合呈現。此一模式解決了使用者無權編輯文件的問題，但是採用註記與文件分開儲存的策略在文件遭到修改時容易產生註記定位上的混淆，註記很可能會呈現在不正確的位置或是直接造成註記系統的執行錯誤，這是我們急需解決的問題。 本研究先對個人調整學習、合作學習與知識分享等文獻進行分析，並且參考現存註記系統的建置模式與註記重定位策略，建置一個可以支援個人與團體使用的註記系統，系統採用註記與文件分開儲存的模式使註記得以獨立於文件檔案之外，並且具備了同步與非同步的溝通機制，使用者可與他人即時交換文字資訊並且分享註記畫面。除此之外，本研究也設計了一種有效的註記重定位策略，可以在文章經過修改之後將註記重新正確顯示，並且在雛型系統上實作以驗證其可行性與正確性。

本研究旨在探討我國高職進修學校學生學習動機及學習滿意度的相關影響因素，並以研究結果提供作為高職進修學校與各教育主管機關提升教育品質之參考。 本研究以臺北縣高職進修學校學生為研究對象，並以「高職進修學校學習情況調查問卷」為施測工具進行問卷調查。有效樣本984 人。所得資料以平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析。綜合本研究之結果如下： 壹、台北縣私立高職進修學校學生，就讀台北縣九大行政區中所設立之私立高職進修學校學生，以女性學生佔多數(佔58.9%)，男性學生較少(佔41.1%)。 貳、私立高職進修學校學生之學習動機層面中，較佳為「自我學習信念」、「自我認同」及「自我要求」等因素，但仍應加強自我專業與技能實踐能力。 參、私立高職進修學校學生之學習滿意度層面中，較佳為「課程教材」、「學習教材」、「人際互動」、「生涯規劃」等因素，但仍應加強學習環境之改善。 肆、不同背景變項學生學習動機上有所不同。 伍、私立高職進修學校學生在學習動機與學習滿意度呈現正相關。 陸、私立高職進修學校學生在學生學習動機各因素與學習滿意度各層面之相關呈現正相關。 最後，研究者依據研究所得結果提出幾點建議，作為學校教育、 家長及未來研究之參考。 關鍵字：高職進修學校、學習動機、學習滿意度 / The research aims to explore the relationship and relevant factors between learning motivation and satisfaction of continuation vocational high school students. It would provide references for the authority of educational units and administration of continuation vocation high school to enhance teaching and learning quality. The research takes continuation vocational high school students in Taipei County for studying objects. The questionnaire “Continuation vocational high school student learning situation” was used as a tool and the valid data was collected from 984 students. The data was analyzed and processed through statistical methods such as Average, Standard Deviation, T tests, Single factor variance analysis, and Pearson’s product-moment correlation analysis. Finally, according to the results and investigations, findings and conclusions were come up along with recommendations as follows: 1. The female students who study in private continuation vocational high school in nine main districts of Taipei County is more (58.9%) than that of male ones (41.1%). 2. In the coverage of learning motivation, the continuation vocational high school students pay more concern on the factors such as “Self- monitoring learning belief”, “Self- Identity”, and “Self- development”. However, the schools should teach students how to enhance their professional and practical skills. 3. In the coverage of learning satisfaction, the continuation vocational high school students are pleased with the factors such as “Curriculum materials”, “Learning materials”, “Relationship”, and “Career Planning”. However, the school should improve the quality of learning environment. 4. The students from different backgrounds and family conditions have different learning motivation. 5. There is positive correlation between learning motivation and learning satisfaction of private continuation vocational high school students. 6. There is positive correlation between different factors of learning motivation and learning satisfaction of private continuation vocational high school students. In sum, based on the conclusion of the study, the author suggests some recommendations for school education, parents, and future researchers. Key word: continuation vocational high school, learning motivation, learning satisfaction

本研究基於字彙學習以及字彙學習策略的重要性，探討台灣國中學生使用字彙學習策略的情形。且加入其在字彙學習程度高低的因素，來探討台灣國中學生使用策略之情形。本研究問題有二：第一，台灣國中學生最常使用的字彙學習策略有哪些？最不常使用的字彙學習策略有哪些？第二，台灣國中學生字彙學習程度與字彙學習策略之間是否有關聯性？如果有，其關聯性又為何？本研究依據Oxford（1990）的語言學習策略分類標準，測驗某台北市立國中二年級的學生使用字彙學習策略的情形，同時也比較字彙學習程度不同的學生使用這些策略的頻率高低。結果顯示如下：(1)台灣國中學生最常使用的字彙學習策略為認知策略，最少使用的字彙學習策略為情意策略。(2)程度高的學生使用字彙學習策略的頻率高於程度低的學生。此研究結果可為英語教師和學習者在字彙教與學方面提供一些參考，讓英語字彙的教學變得更加有效率。 / The study investigates the usage of English vocabulary learning strategies by some junior high school students in Taiwan. The factor of the levels of the students is included. There are two research questions: (1) what are the most commonly used English vocabulary learning strategies among junior high school students in Taiwan? (2) whether the levels of the students are related to the types of vocabulary learning strategies they use? If the answer is “yes”, what relationship it is? The study is based on the language learning strategies in Oxford（1990）. The subjects are some second graders in a junior high school in Taipei. In the study, the researcher compares the usage of English vocabulary learning strategies among students at different vocabulary levels. The result shows that the most commonly used vocabulary strategy among the students is cognitive strategy, and the least commonly used one is affective strategy. Furthermore, the result also shows that higher level students use vocabulary learning strategies more often than lower level students. The researcher hopes that this study could give the English learners some suggestions to make vocabulary learning more effective.

本研究主要的目的在了解英文學習困難個案在英文學習中的困雞與問題、探討在英文學習輔導中可行的輔導策略，以及了解英文學習困難個案在輔導後的自我評估。本研究以十二位自認有英文學習困難的某二專畢生為研究對象，進行多種的輔導策略之個別性諮商，並以每次輔導的記錄進行質的分析。 本研究的研究結果發現：英文學習困難個案在輔導初始階段的主要困難與問題為英文學習焦慮、缺乏英文學習動機、缺乏學習方法、對學習英文有錯誤的觀念、對目前及未來生活感到茫然、關注的需求。而輔導員所採用的輔導策略為支持性的輔導策略、提高英文學習動機的輔導策略、增進英文學習策略的輔導策略及澄清個案學習英文的錯誤觀念。至於英文學習困難個案在輔導後的自我評估為對英文較不害怕、了解學習英文的方法、體會到自己的問題、澄清學習英文的錯誤觀念、肯定及清楚自己的定位及得到關注。 最後，本研究依研究結果對未來研究方向、英文科學習輔導及英文老師教學方面提出討論和建議。

目前世界各地風起雲湧的創業競賽，不論是大學或民間單位主辦，都有規模逐漸變大，參加隊伍數量增多等趨勢。參賽的隊伍由某區域性大學擴展到該國所有大學，進而全球化。這一波大學生參加創業競賽的風潮，也帶動各知名大學逐漸重視創業研究，在創業課程的數量、種類、重要性也日趨增加。 　　在各國創業競賽風行之時，國內兩大創業競賽也已悄悄地邁入第四屆的比賽了，也算是漸入成熟的階段。本研究嘗試以參賽者主觀評鑑的角度來探討其對於參加創業競賽的學習效果。 　　因此不同的創業競賽模式、團隊背景、參賽動機甚至於團隊運作情形對於知識學習與能力提升的學習成效否有不同的影響？若是不同，又有哪些差異？這便是本研究欲探討的問題。 　　本研究採用結構式問卷輔以個案訪談來收集資料，主要研究對象為第三屆TIC100科技創新競賽與第三屆台灣工業銀行創業大賽之團隊成員。 　　經分析資料，研究發現如下： 　　1. 透過創業競賽的學習，確實可以學習到創業的知識與能力。 　　2. 透過創業課程的要求與輔助參加創業競賽，對於創業知識與能力的學習成效最佳。 　　3. 不同的創業競賽模式其對於知識學習、能力提升與整體學習成效無明顯差異。 　　4. 學習型導向創業競賽整體學習成效較實務型導向創業競賽佳。 　　5. 競賽參與動機對於知識學習、能力提升與整體學習成效有明顯正相關。 　　6. 不同的團隊背景其對於知識學習、能力提升與整體學習成效無明顯差異。 　　7. 團隊運作情形對於知識學習、能力提升與整體學習成效有明顯正相關。 / There are more and more entrepreneurial competitions held by universities or big famous companies years by years. The number of teams participating games grows rapidly and the region of some contest expands from within a college activity to a global one. With this popular activities, it also makes all famous universities and colleges pay much attention to entrepreneurial research and the quantity and variety of entrepreneurial courses have become increasingly important. 　　With foreign entrepreneurial competitions’ popular, the tow entrepreneurial competitions in Taiwan are also get into 4th . This study try to focus on entrepreneurial competitions’ learning effect. 　　Therefore, if there any different learning effect on entrepreneurial knowledge and skill between different competition model, team background, motivation, even if teamwork situation? 　　This study has adopted structural questionnaire and case study to collect data and information. The major study targets are the members of 3rd TIC100 Technology Innovation Competition and 3rd Industrial Bank of Taiwan Cross-Century Entrepreneur Competition. 　　After doing interview and analysis, it gets several conclusions in this investigation: 　　1. It indeed can learn about entrepreneurial knowledge and skill through entrepreneurial competition. 　　2. The learning effect on entrepreneurial knowledge and skill will be better by taking entrepreneurial course and participating in entrepreneurial competition. 　　3. There are not noticeable different on learning effect between different entrepreneurial competition model. 　　4. Learning-orientated entrepreneurial competition’s learning effect is better then practical-orientated entrepreneurial competition. 　　5. There are noticeable correlation between participating motivation and learning effect. 　　6. There are not noticeable different on learning effect between different team background. 　　7. There are noticeable correlation between teamwork situation and learning effect.

本研究旨在探討宜蘭縣城鄉國中學生學習態度、家長參與及學習成就比較之研究。研究對象是以宜蘭縣各類型國中為分析單位，搜集國中學生三年前、後的學習成就比較，並透過問卷調查方式搜集所需的資料，再運用各種統計方法對有效樣本加以分析檢視，歸納結論如下： 壹、宜蘭縣國中學生在不同背景變項的學習成就之情形 一、宜蘭縣國中不同學校類型其學習成就，都會型學校高於鄉村型學校，有顯著差異；但對高分群的學生，鄉村型學校的學生其學習成就是高於都會型學校的學生。 二、宜蘭縣不同規模的國中學校其學習成就有顯著差異，大型學校高於中型學校，中型學校高於小型學校；但對高分群的學生，中型和小型學校的學生其學習成就是高於大型學校的學生。 三、宜蘭縣國中越區就讀和未越區就讀學生其學習成就有顯著差異，越區就讀高於鄉村未越區就讀學生；但對高分群的學生，鄉村型未越區的學生其學習成就是高於越區就讀的學生。 四、宜蘭縣國中不同性別學生其學習成就在國文、英文和前後測總分中有顯著差異，女生的學業成就表現比男生好。 貳、宜蘭縣國中學生學習態度、家長參與度與學生學業成就之情形 一、不同背景變項之宜蘭縣國中學生學習態度情形： 1. 學生性別：宜蘭縣國中女學生在學習態度顯著高於男學生。 2. 越區就讀：「都會型｣學校之國中學生主動學習構面明顯高於「鄉村型｣學校生，但「都會越區｣的國中學生習態度和「鄉村型」學校並未有顯著性差異。 3. 入學成績：「高分組｣的學生其學習態度高於「低分組｣學生。 4. 升學期望：期望進入「高中｣之國中學生學習態度明顯高於期望其他各組期望之國中學生；期望進入「高職｣、「五專｣之國中學生學習態度明顯高於期望「就業｣之國中學生。 5. 家長社經：「父母高社經地位｣之國中學生學習態度明顯高於「父母低社經地位｣。 6. 學校規模：「大型學校｣之國中學生計畫執行構面明顯高於「中型學校｣之國中學生，「中型學校｣之國中學生計畫執行構面明顯高於「小型學校｣之國中學生。 二、不同背景變項之宜蘭縣國中家長參與度情形： 1. 學生性別：女學生之家長親師輔導顯著高於男學生之家長。 2. 越區就讀：「都會型｣學校之學生家長參與度各層面及整體明顯高於「鄉村型｣學校之學生；且「都會越區｣之學生在家長參與度及學業參與構面高於「鄉村未越區｣之學生。 3. 入學成績：「高分組｣之學生在家長參與度各構面之得分高於入學成績為「低分組｣之學生。 4. 升學期望：期望進入「高中｣學生之家長參與度各構面皆高於其他各組期望之學生。 5. 學校規模：「大型學校｣之學生在家長參與度與學業參與明顯高於「小型學校｣之學生。 三、不同背景變項的宜蘭縣國中學生，在學習成就和學業成績進步之情形： 1. 學生性別：不同性別之學生在學習成就中，國文、英文、總分等均達顯著水準，女生高於男生；但在學業成績進步的情形則未達顯著。 2. 越區就讀：「都會越區｣之學生在學習成就各科之得分都顯著高於「鄉村未越區｣之學生。且以學業成績進步情形，在都會地區學校未越區之學生其學業成績進步情形高於從鄉村越區到都會就讀之學生；在鄉村型學校，越區到都會型學校就讀的學生其學業成績進步情形，高於鄉村未越區就讀之學生。 3. 入學成績：「高分組｣之學生學習成就明顯高於入學成績「低分組｣之學生。但「低分組｣之學生學業成績進步情形高於入學成績「高分組｣之學生。 4. 升學期望：（1）期望進入「高中｣之學生學習成就明顯高於期望其他各類期望；期望進入「高職｣、「五專｣之學生學習成就明顯高於期望「就業｣之學生。（2）期望能讀到「研究所｣之學生學習成就明顯高於期望其他各類期望；期望能讀到「大學｣之學生學習成就明顯高於期望就讀「專校｣、「高中職｣、「專校｣之學生。（3）期望進入「高中｣之學生學業成績的進步上明顯高於期望進入「高職｣與「五專｣之學生。 5. 家長社經：「父母高社經地位｣之學生學習成就明顯高於「父母低社經地位｣之學生，且在學業成績的進步上也是如此。 6. 學校規模：「大型學校｣學校之學生學習成就明顯高於「中型學校｣、「小型學校｣學校之學生；「中型學校｣學校之學生學習成就明顯高於「小型學校｣學校之學生。但對學生學業進步分數數並未造成顯著影響。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、學校、家長與未來研究之參考。

國內關於華語文教學之研究多著重於漢語語音、詞彙、語法本身，以及不同國籍間之教材設計、對比分析等外在因素，關於外籍學習者本身學習情況之探討較為有限。外籍學生在全外語學習環境下產生的學習困擾，對於學習之影響力不容小覷。因此本研究旨在以半結構式訪談，深入瞭解台灣外籍學生於內在原因、外在原因，以及華語作為第二語言等原因之影響下，所產生的學習困擾與因應策略，並比較不同國籍、學習動機與目的、語言學習背景等研究對象之間的學習困擾及因應策略差異情形，提出結論及相關建議。 為達上述研究目的，本研究以質性研究方法中的訪談法進行研究，訪談五位曾在台灣學習華語超過一年以上之外籍學生，根據「台灣外籍學生學習困擾及因應策略訪談大綱」實施訪談，並將訪談資料整理歸納後，提出研究結果分析與討論及研究發現。根據本研究目的與問題，提出本研究結論如下： 一、引起受訪之外籍學生產生華語學習困擾原因中，最多為外在原因，其次為內在原因及華語作為第二語言之因 二、令多數受訪之外籍學生產生華語學習困擾之因有：實用性不足、華語語序與外籍學生母語差異之問題，以及華語中聲調太困難等困擾 三、受訪之外籍學生較特殊的華語學習困擾有：對於課堂練習方式不滿的困擾、聽不懂台語的困擾，以及在台灣繼續求學或工作後發現華語能力不足的困擾 四、受訪之台灣外籍學生面對華語學習困擾之因應策略，多為行為層面因應，其中以「主動尋求解決」居多，態度上以「正面積極」居多 五、受訪之外籍學生面對華語作為第二語言所引起的學習困擾之因應策略以「不回應」居多 六、不同國家、華語學習動機與目的、華語學習背景之受訪外籍學生具華語學習之差異 基於以上述研究結論，本研究提出之建議如下： 一、對華語教學相關單位之建議 (一)宜提高聘任華語教師教學知能方面的門檻，並轉換對發音之要求 (二)建立華語教師進修方案及開設多元文化研習 (三)可以志願性或實習的方式，招募有志從事華語教學者，協助語言中心實施課後輔導，或依個人專長開設華語相關才藝課程 (四)宜事先根據外籍學生華語學習背景及學習目的，安排適當課程內容 (五)實施教學意見調查制度，提供長期累積困擾者反應之管道 二、對華語教學者之建議 (一)增進華語教學內容之實用性 (二)觀摩或吸收資深華語教師之經驗，了解不同程度及背景之外籍學生華語學習差異情形以因材施教 (三)宜善用社會資源及多媒體資源，幫助外籍學生增進中華文化知識 三、對華語教學政策之建議 (一)建立更完善的華語教學政策，結合不同取向的華語師資 (二)建立多元化之華語教師評鑑制度 四、對未來研究之建議 (一)在研究方向上的建議：可增加影響華語學習之原因或縮小影響原因至某一層面研究 (二)在研究方法上的建議：可繼續使用質性研究方法，從不同角度或層面，對此相關議題作更深入之探討 (三)在研究對象上的建議：研究對象範圍可擴大至中、南或東部地區，或是在私人華語補習班中學習的外籍學生；選取條件之設定上，可加入不同社會因素之受訪者條件 / Much research about Teaching Chinese as a Second Language (CSL) in Taiwan has been on Chinese phonetics, vocabulary, grammar, and the design of teaching materials as well as comparative analysis among different countries. Few studies, however, were conducted to explore the actual learning conditions facing foreign students in Taiwan. That is, the influence of foreign students’ learning difficulties from all foreign language environments should not be underestimated. Therefore, the purpose of this study was to understand foreign students of Chinese learning difficulties and their coping strategies influenced by external and internal reasons and to compare the individual student differences of learning motivation and goals, language learning backgrounds of different countries via semi-structure interviews. This study concludes with recommendations for future research. To accomplish the purpose of the study, this research adopted qualitative research methods through interviewing five foreign students who had learned Chinese in Taiwan more than one year. The interview outline was developed based on “Chinese learning difficulties and coping strategies for foreign students in Taiwan.” The conclusions of the study are as follows: 1.Among the reasons for Chinese learning difficulties facing the interviewed foreign students in Taiwan, the external reason mentioned by the participants outnumber the internal reason and the reason of Chinese learning difficulties; 2.The main reason of Chinese learning difficulties for the foreign students in Taiwan include lack of practicality, problem of word order between their first language and Chinese and the difficult Chinese tone; 3.The salient Chinese learning difficulties facing the foreign students include their dissatisfaction with practice activities in class, difficulty in understanding the local dialect Taiwanese and insufficient Chinese proficiency for continuing their study or work in Taiwan; 4.The coping strategies used by the foreign students who faced Chinese learning difficulties are mostly behavior-related, and the most frequently used strategy is “seeking solution actively”. 5.The attitude of the interviewed foreign students is generally positive. As of the coping strategies of learning difficulties of CSL, most foreign students made no response; 6.Since the foreign students in Taiwan come from different countries with various language learning backgrounds and learning motivations and goals, the Chinese teaching style in Taiwan may generate different aspects of learning difficulties and coping strategies. Based on the conclusions in this study, several recommendations are made: 1.Suggestions for relevant institutions of Chinese teaching include: (1) Enhancing the condition of teaching knowledge and ability when employing Chinese teacher, reducing the emphasis on pronunciation; (2) Establishing the advancement scheme for CSL teachers and opening workshops of multiculturalism (3) Recruiting volunteers or interns who wish to be Chinese teachers who can assist the language center after school or who can conduct Chinese courses according to their expertise; (4) Considering the educational backgrounds and learning goals of the foreign students to arrange appropriate proficiency-level courses; (5) Implementing teacher evaluation survey and providing an opportunity for students with learning difficulties to express their concern about teaching. 2. Suggestions for Chinese language teachers include: (1) Enhancing the practicality of the CSL content; (2) Observing or absorbing senior CSL teachers’ teaching experiences, heeding individual differences of foreign students with varied language proficiencies to teach according to their proficiencies; (3) Capitalizing on social and multimedia resources to help foreign students enhance their knowledge of Chinese culture. 3. Suggestions for Chinese language teaching policy include: (1) Implementing a more rigid Chinese teaching policy and gathering Chinese teachers with different orientations of teaching; (2) Establishing diversified Chinese teaching evaluation system; 4. Future research is suggested to: (1) Explore the factors that may facilitate the learning of Chinese learners or investigate a given factor that may influence the learning of Chinese to a certain degree; (2) Use qualitative research methods to yield more in-depth discussions in related issues from different perspectives; (3) Include more participants in other areas in Taiwan or foreign students learning in private Chinese language centers and the settings of different selected conditions to explore other social factors.

有鑑於數位閱讀已逐漸成為閱讀發展的新趨勢，許多研究著手於發展相關的閱讀系統或設備來輔助學習者進行閱讀學習。此外，如何幫助學生在進行英文閱讀學習時，增加對於文章的理解，已經成為很重要的研究課題。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，因此學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。本研究旨在探討運用具自律學習機制的閱讀標註系統是否具有提升國中英語閱讀學習成效的效益，研究採用準實驗研究法，以桃園縣某國中七年級二班的學生，分成實驗組與控制組，實驗組與控制組分別以「具自律學習機制的閱讀標註系統學習」及「不具自律學習機制的閱讀標註系統學習」進行英語閱讀學習，經過實驗處理後，接受「閱讀測驗後測」，以比較兩組學生在閱讀學習成效上的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以訪談作質性資料分析。最後，根據研究結果提出具體建議，以提供未來研究與教師在運用具自律學習機制之數位閱讀標註系統融入閱讀教學時之參考。本研究得到的研究結論如下： 一、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其英語閱讀學習成效顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 二、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其閱讀標註能力顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 三、 實驗組學習者中不同自律能力學習者其閱讀學習成效具有顯著差異。 四、 實驗組學習者中不同自律能力學習者其閱讀標註能力具有顯著差異。 五、 實驗組學習者中閱讀學習成效與閱讀標註能力有顯著相關且自律能力與學習成效呈現正相關 關鍵字：自律學習、數位閱讀、閱讀標註、閱讀學習成效 / In the consideration of that digital reading has become a new trend of reading development; many studies were conducted to develop related reading systems or equipments to assist learners on learning of reading. Moreover, how to help students improve comprehension while reading English is an important topic for research. Based on the characteristics of digital reading in the e-learning environment, in which learners often need self-regulated learning, the ability of self-regulated learning has become a key factor that affects the learning effects of reading. The purpose of the present study was to investigate whether the application of reading annotation system with self-regulated learning could increase the learning effects of English reading for junior high school students. The present study adopted quasi-experimental design method and the subjects were two classes of seventh graders in a junior high school in Taoyuan County. There were divided into experimental group and control group to learn English through reading, and were instructed respectively with “reading annotation system learning with self-regulated learning” and “reading annotation system learning without self-regulated learning.” After the experiment, “reading post-test” was conducted to compare the learning effects of reading for these two groups of students. Students in the experimental group were also surveyed by questionnaires and interviewed for qualitative data analysis. Finally, the researcher made suggestions according to the research results as references for future studies and for teachers who want to apply reading annotation system with self-regulated learning to reading instruction. The results of the present study were as the following: 1. The learning effects of English reading for learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 2. The ability of reading annotation of the learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 3. There were significant differences among the learning effects of reading for learners in the experimental group with different ability of self-regulated learning. 4. There were significant differences among the ability of reading annotation for learners in the experimental group with different ability of self-regulated learning. 5. For the learners in the experimental group, the learning effects of reading were significantly related to the ability of reading annotation; the ability of self-regulated learning was positively correlated with learning effects. Keywords: self-regulated learning, digital reading, reading annotation, learning effects of reading

本文旨在探討學習者的語言學習信念之動態本質。研究對象為兩位北部英語教學所的碩士生，研究方法主要包含半結構式訪談和研究對象自己寫的英語學習歷程，目的在於了解研究對象在人生各個階段的語言學習信念。資料分析方式採用「整體—內容」的分析法。研究結果顯示研究對象的學習信念會依他們和其所在情境的互動關係而改變，而這樣的改變彰顯了學習信念並非固定不變。而是動態的。此外，研究結果發現學習信念和情境、自我、以及身分相關。值得點出的是，雖然學習信念會依情境而改變，但是重點並非情境本身，而是學習者如何看待和解讀情境。除了情境因素，本研究亦探討不同自我（理想自我和應該自我）與身份（核心身份和情境身份）如何影響學習者的語言信念。在所有階段，兩位研究對象都表示努力是語言學習的關鍵，而學習者和所學語言之間的關係會決定學習者願意投入多少心力在語言學習上。最後於文末提出教學和研究上的建議。 / The study aims to explore the dynamic nature of learner belief through investigating two Taiwanese MA-TESOL students' beliefs at different stages of their lives. The participants are two TESOL MA students in a graduate school in northern Taiwan. Data collection methods mainly include written narratives and semi-structured interviews. The data collected are further analyzed using a holistic-content approach. The results of the study show that the participants' beliefs shift in interaction with the context and thus reveal that the nature of learner belief is dynamic. Moreover, the study indicates that learner belief is connected with context, self, and identity. It is noted that what really matters is not the context itself but how learners perceive and interpret the context. Then, the conceptions of ideal self vs. ought-to self and core identity vs. situated identity are introduced to shed light on their relationship with learner belief. Across all stages, while both participants claimed that effort is critical to language learning, it is how they relate themselves to the target language that determine how much effort that they are willing to make into language learning. Finally, it is expected that the study can help educators as well as researchers better understand the dynamic nature of learner belief. Pedagogical implications and suggestions for future research are provided at the end of the thesis.

生活中許多決策情境是「不確定下的決策（decisions under uncertainty）」，只瞭解選項的結果，不知道結果發生的機率。人們會累積經驗，以學習到適當的決策。許多證據支持，自身會透過增強學習（reinforcement learning）機制學習，根據每次獲得的經驗，調整對於選項的期望，之後選擇期望最大的選項，幫助做出適當的決策。經驗可以透過自身決策或觀察他人決策所獲得，然而，過去較少研究探討觀察學習。因此，本研究欲探討決策中的觀察學習，並釐清同理心對於觀察學習的調節作用。實驗一中，改善過去了研究限制，量測膚電反應、學習速率與行為表現，讓參與者在自身學習、觀察他人與觀察電腦情境進行作業，並透過同理心問卷測量參與者的同理心特質。結果顯示，觀察學習在正向學習與負向學習不同，正向學習為趨向優勢選項，負向學習為避開劣勢選項。正向學習在三種學習情境中無任何差異，負向學習在觀察他人學習時，會受到同理心的調節作用。同理心分數越高，觀察他人的負向行為表現越好，觀察他人負向回饋的膚電反應越大。實驗一只透過問卷測量同理心，無法推論因果關係，因此實驗二直接操弄了不同的同理程度。回饋呈現的同時，呈現他人的情緒或中性臉孔圖片，以引發參與者的同理程度高或低。實驗中，量測回饋相關負波（Feedback-Related Negativity，FRN）、學習速率與行為表現。如同實驗一，只有負向學習受到同理程度不同的影響。同理程度高時，負向學習表現較好。FRN則顯示了同理程度與預期性的交互作用，同理程度低時，與過去研究一致，非預期FRN比預期FRN更加負向；同理程度高時，則無此預期性效果。雖然FRN無預期性差異，但依然能學習到符號機率，行為表現不受影響，推測可能有其他系統參與決策學習。綜上所述，本研究顯示，只有負向學習中，觀察學習會受到同理心的調節，同理心越高，行為表現越好。 / In daily life, we made many decisions under uncertainty. In each decision, we know only the outcome but no probabilities of the outcome. We have to accumulate the experience to learn adaptive decisions. Bunches of studies have shown that people may learn adaptive decisions by reinforcement learning. People modified the expectation for each option according to decision feedbacks, and, in the next time, chose the option with the maximum expectation. People can receive feedback from decisions making by self or others. However, fewer studies examined observational learning in decision making. Therefore, present research would clarify observational learning in decision making, and examine how empathy modulated observational learning. In experiment 1, skin conductance response, learning rate and behavioral performance were recorded and analyzed. Participants would learning decisions in different situations of self learning, observing others and observing computer. The questionnaire of empathy was also measured to examine its modulation in observational learning. The results showed that there were difference in positive learning and negative learning. Positive learning is to approach to the advantageous option, while negative learning is to avoid from the disadvantageous option. In positive learning, there were no difference among the three learning situations, but, in negative learning, empathy would modulate learning by observing others. The higher the empathy score was, the better the behavioral performance of negative learning was. Moreover, the skin conductance response when participants observing others’ negative feedback positively correlated with the empathy score. In experiment 2, the empathy level was manipulated by display pictures of others faces with feedback. Displaying the emotional faces or neutral faces would induce high or low empathy level for others, respectively. The feedback-related negativity (FRN), learning rate and behavioral performance were recorded and analyzed. Similar to experiment 1, only the negative learning was modulated by the empathy level. When participants were induced high empathy level, the behavioral performance was better. The results of FRN showed the interaction between empathy levels and expectancy of feedback. When participant’s empathy level was low, unexpected FRN was more negative than expected FRN. This result was consistent with previous studies. Nevertheless, when participant’s empathy level was high, there was no difference between unexpected FRN and expected FRN. Although FRN didn't show the effect of expectancy, participants could still learn the probabilities of each signs and made adaptive decisions. This result may result from other systems involved in observational learning. From the results of experiment 1 and 2, present research showed that, only in negative learning, observational learning was modulated by empathy, and the higher the empathy level was, the better the behavioral performance was.