在英文為第二語言和為外語的領域中，學習者的期待扮演著重要的角色，進而影響學習者對於新學習任務的觀感。隨著科技的演進，電腦輔助語言學習提供了英文學習者一個嶄新的學習環境，也影響了學習者的期待。然而，低英語學習成就者在線上英文補救課程的期待卻鮮少被探究。 本研究目的為探討低英文學習成就者之期待與其對於線上學習之經驗與看法。本研究的參與者為三位英文低學習成就者。這三位參與者皆為大學一年級的女學生且參加學校提供的線上英文補救教學。本研究使用問卷、英文能力測驗和訪談來挑選適合的被研究者與收集資料。所得到的資訊將會以質性的方式分析並呈現參與研究者的期待、期待之轉變和對線上學習的經驗與看法。 研究結果顯示出不同類型的自我期待影響學習者對線上學習的期待。擁有自我增值類型的自我期待之被研究者傾向於規範自己和期待英文能力進步；擁有自我貶抑類型的自我期待之被研究者傾向於對課程內容設計與同儕學習期待多一點；擁有適當自我評估類型的自我期待之被研究者對於自我學習管理良好且調整自己的學習狀態以適應新的線上學習環境，獲得更好的學習成效。此外，一些相關的議題也對被研究者有相當的影響，例如：面子、焦慮、自我效能、學習團體等。根據研究結果，有四項聲明可以被提出：第一，線上學習者對於面子相當在意；第二，不同自我期待之線上學習者對於焦慮有不同的處理方式；第三，對於線上學習來說，自主學習能力是很重要的。最後，並不是每一位線上學習者皆需要學習社群。 總而言之，線上學習者的內在因素與外在的學習行為是密不可分的。被研究者的線上學習行為與經驗皆被其期待影響。在語言教育者著重於教室內的學習現象的同時，社會文化因素也是需要被納入考量的重要的議題。 / In the field of ESL and EFL, learners’ expectations play a significant role and affect learners’ perception toward upcoming learning tasks. With the advance of technology, the computer assisted language learning provides English learners with alternative learning context, influencing the learners’ expectations. However, low achievers’ expectations in the online remedial English program are rarely investigated. The present study aimed at exploring the pattern of low achievers’ expectations and presenting the experience and perception of low achievers learning online. Participants were 3 English low achievers in a university. All of them were female freshmen and attended the online remedial English course offered by the university. Questionnaires, proficiency tests, and semi-structured interviews were administered to select participants and collect data. Later, the elicited information will be analyzed in a qualitative ways to display the expectations towards the online remedial English course, expectation shift, perceptions and experiences of online learning. The results showed that different types of the self-expectation influenced the learning expectations toward online learning. The participants with self-enhancement tended to regulate herself and expect to improve English proficiency more; the one with self-derogation inclined to expect course design and peer learning more; the one with appropriate self-appraisement regulated herself well and accustomed herself to the alternative online learning context for better learning results. Moreover, some issues played an important role to the three participants, including face, anxiety, self-efficacy, and a sense of learning community. Based on the results of this study, four assertions were proposed. First, face issues were of high concerns of these online learners. Second, learners with different types of self-expectation may treat anxiety in diverse ways. Third, self-regulatory efficacy was important to online learning. Finally, developing a learning community might not be welcomed by all the online learners. To sum up, online learners’ internal factors and external learning behavior were interwoven. The online experiences and performances of the three participants were affected by their expectations. As language educators focus on the learning phenomena in the classroom, the socio-cultural factors are other significant issues needed to be taken into consideration.