英語字彙的知識和能力是學好英語的關鍵因素之一，同時亦是影響閱讀流暢度的主要原因。但英語字彙教學常受限於時間及語言學習環境的限制，致使學習成效有限。隨著資訊科技的進步，許多研究著手於發展科技輔助英語字彙學習系統來輔助學習者進行英語字彙學習，希望能將英語字彙學習擴展到課程之外的時間。過去閱讀標註系統已被成功應用在提升學生的閱讀及字彙能力，然而相關的研究大都以使用文字、圖片和影片單一標註功能為主，鮮少研究探討多媒體閱讀標註對於字彙學習的研究。此外，閱讀標註部份也以教師的標註輔助學習為主，未有透過學生合作標註輔以英語字彙學習的研究。鑒於多媒體標註功能對教學的助益，本研究探討以具多媒體標註功能的數位閱讀標註系統來輔助英語字彙學習，不同多媒體標註組合對於英語字彙學習的影響差異。 據此，本研究探討在英文閱讀文本上讓國小學童採用文字及聲音(學生錄音)、圖片及聲音(學生錄音)與文字、圖片及聲音(學生錄音)等三種不同多媒體閱讀標註輔以英語字彙學習，對於兒童英語字彙學習成效、英語學習動機、學習滿意度以及記憶保留的影響差異。此外，也進一步探討採用上述三種不同多媒體閱讀標註輔以英語字彙學習，對於不同認知風格、不同英語能力及不同性別學童的英語字彙學習成效、英語學習動機、學習滿意度，以及記憶保留的影響差異，希望能發展出最有助於兒童基於多媒體閱讀標註輔以英語字彙學習的有效閱讀標註輔助學習模式。 研究結果發現：（1）採用語音標註搭配文字及圖片標註的學童在英語字彙學習的成效上，顯著優於採用語音標註搭配圖片標註的學童，而採用語音標註搭配圖片標註的學童之成效又顯著優於採用與語音標註搭配文字標註的學童；（2）採用語音標註搭配文字及圖片標註以及採用語音標註搭配圖片標註的學童在英語字彙記憶保留的成效上顯著優於採用語音標註搭配文字標註的學童；（3）採用三種不同多媒體搭配進行合作式閱讀標註的學童，其英語學習動機除了使用語音標註搭配文字標註的學童在「動機強度」向度的表現顯著優於使用語音標註搭配圖片標註的學童外，其餘向度未達顯著差異；而學習滿意度均無顯著差異；（4）採用語音標註搭配文字及圖片標註的圖像型學童，在英語字彙學習成效顯著高於採用語音標註搭配文字標註的圖像型學童；（5）採用語音標註搭配文字及圖片標註進行英語字彙學習的圖像型學童之英語字彙學習保留成效，顯著優於採用語音標註搭配文字標註的圖像型學童；（6）採用語音標註搭配文字及圖片標註的高分組學童之英語字彙學習成效，顯著高於採用語音標註搭配文字標註以及採用語音標註搭配圖片標註的高分組學童；（7）採用語音標註搭配文字及圖片標註的高分組學童之英語字彙學習保留成效，顯著優於採用語音標註搭配文字標註的高分組學童；（8）學童採用語音標註搭配文字、語音標註搭配圖片標註、語音標註搭配文字及圖片標註三種模式進行合作式閱讀標註，其英語字彙學習成效與英語字彙記憶保留程度，以及英語學習動機與學習滿意度之間具顯著相關性。最後，本研究亦提出應用多媒體標註於英語教學以及未來研究方向上的建議。 / English vocabulary knowledge and capability are the key factors in well learning English as well as the major factor in reading fluency. Nonetheless, English vocabulary teaching is often restricted to time and language learning environments to further restrict the learning achievement. With the advance of information technology, a lot of research focuses on developing technology-assisted English vocabulary learning systems to help learners’ English vocabulary learning, expecting to expand English vocabulary learning to the time beyond lessons. Past reading annotation systems were successfully applied to enhance students’ reading and vocabulary capabilities. However, most relevant research stressed on single annotation function of text, picture, and video, but seldom on multimedia reading annotation towards vocabulary learning. Moreover, reading annotation also concentrated on teacher annotation-assist learning, but not on student cooperative annotation assisted English vocabulary learning. In consideration of the assistance of multimedia annotation in teaching, a digital reading annotation system with multimedia annotation functions is utilized for English vocabulary learning to discuss the effects of different multimedia annotation combination on English vocabulary learning. Accordingly, English vocabulary learning assisted with different multimedia reading annotation of text & voice (student recording), picture & voice (student recording), and text, picture & voice (student recording) in English reading texts for elementary pupils is investigated the effects on children’s English vocabulary learning achievement, English learning motivation, learning satisfaction, and memory retention. Furthermore, the above multimedia reading annotation assisted English vocabulary learning are also discussed the effects on English vocabulary learning achievement, English learning motivation, learning satisfaction, and memory retention of pupils with different cognitive styles, English capabilities, and genders, expecting to develop the most effective reading annotation assisted learning model based on multimedia reading annotation assisted English vocabulary learning. The research findings are summarized as below. (1) Pupils applying voice annotation with text & picture annotation significantly outperform the ones with voice annotation and picture annotation on English vocabulary learning achievement, while the ones with voice annotation with picture annotation remarkably outperform those voice annotation and text annotation. (2) Pupils applying voice annotation with text & picture annotation and the ones applying voice annotation with picture annotation notably outperform the others with voice annotation and text annotation on the achievement of English vocabulary memory retention. (3) Among pupils applying different multimedia with cooperative reading annotation, the ones with voice annotation and text annotation present significantly better performance than those with voice annotation and picture annotation on Motive Strength in English learning motivation, but not on the rest dimensions. Besides, the learning satisfaction does not appear remarkable difference. (4) Pictorial pupils applying voice annotation with text & picture annotation notably present higher English vocabulary learning achievement than those pictorial pupils with text annotation. (5) Pictorial pupils applying voice annotation with text & picture annotation significantly outperform the other pictorial pupils with voice annotation and text annotation on the achievement of English vocabulary learning retention. (6) High-score pupils applying voice annotation with text & picture annotation remarkably outperform the other high-score pupils applying voice annotation with text annotation and voice annotation with picture annotation on English vocabulary learning achievement. (7) High-score pupils applying voice annotation with text & picture annotation notably outperform the other high-score pupils with voice annotation and text annotation on the achievement of English vocabulary learning retention. (8) Pupils applying different cooperative reading annotation of voice annotation with text annotation, voice annotation with picture annotation, and voice annotation with text & picture annotation show significant correlations between English vocabulary learning achievement and English vocabulary memory retention as well as English learning motivation and learning satisfaction. Finally, suggestions for applying multimedia annotation to English teaching and for future research directions are also proposed in this study.

科学研究費補助金 研究種目:基盤研究(C)(2) 課題番号:10610105 研究代表者:速水 敏彦 研究期間:1998-2000年度

本論文為一教學實驗之研究，探討如何運用以電腦科技為媒介設計創新的學習環境，激勵台灣技專院校英語低成就學生之學習動機，增進其英語聽力能力。本研究以英語歌曲作為提升學習興趣的動源，電腦輔助學習任務為提供好玩有趣學習過程的憑藉；如此，學生可由愉悅聽歌、趣味活動中實作學習並達成學習任務目標。本論文並探索英語歌曲聽力電腦輔助學習任務對學生聽力字彙與知覺能力之影響，並了解學生對教學設計之歌曲聽力學習任務之評估。由學生在全民英檢聽力、英語母音知覺測驗、及歌曲單字聽力各方面的成績進步，顯示本實驗教學能有效改善低成就學生英語字彙與聽力學。根據相關與變異數分析結果，對學習任務評估越滿意的學生英語歌曲單字聽力成績進步越大。因此，本研究所設計之英語歌曲聽力學習任務能激發學生運用電腦與相關軟體學習編輯聲音影片，來了解英語 聲音與意義的連結、訓練養成辨識斷句的知覺聽力。此教學設計融入聽力教學、任務型學習、電腦輔助學習；且以設計研究方法觀點記錄理論基礎探討、教學資源運用、英語聽力課程中歌曲時間排練及歌曲切割之投影片簡報、歌曲對嘴表演影片製作學習任務之設計執行，提供其他英語教師作為電腦輔助聽力學習活動設計之參考。 / This study is an instructional experiment on how an innovative learning environment is constructed to motivate and improve English learning of the low-achievers at Taiwanese polytechnic colleges. Thus, this research employs English popular songs as a motivator and computer-assisted task design as a mediator for the students to do listening and play with the song materials. This instructional design provides these students with concrete task experiential learning and the pursuit for goal-oriented success, along with joyful song listening and playful task activities. This research also investigates the effects of these song listening tasks on the improvement of listening vocabulary and perceptual skills of the participants as well as their appraisals toward the designed tasks: time-rehearsing, segmenting, and lip-syncing. The effects of these song listening tasks are consolidated from the participants’ improved listening test scores from the elementary GEPT Listening Test, the Perception of Spoken English Test, and the Target Lexical Listening Test, their enhanced learning motivation and involved task performance, and their affirmed appraisals about their task fondness and the task usefulness. Furthermore, this study documents the design, implementation, and evaluation of such a song listening task-based syllabus in a digital language lab, which demonstrates an integration of second language (L2) listening instruction, task-based learning and teaching (TBLT), and computer assisted language learning (CALL). The design-based research (DBR) perspectives are also adopted to explain the role of the computer-mediated context to the innovative task construction; in addition, the task features which facilitate listening skills development and stimulate learning experience are identified by the appraisal components of song fondness and easiness, task playfulness and easiness, and task usefulness. Thus, the designed listening tasks can be shared and applied to other similar learning contexts.

語用教學研究大多專注在教學成效，並以量化研究比較跨文化語用文化規範和溝通策略之差異，然，只有少數的質化研究探討語用研究理論如何落實在外語教學師生的學習動機。準確來說，本研究檢視以英語為外語師生如何看待語用能力培養，以及學習社會語言之動機相關經驗。先前文獻已經指出，第二語言語用學習動機研究，需要投入更多的努力。 因此，本質化個案研究旨在探討臺灣以英語為外語師生學習語用動機。資料蒐集透過面訪、課室觀察和課堂筆記以及研究者的省思日誌，從學習動機的角度審視外語語用教學，洞悉多層次語言學習動機。 研究結果顯示，受訪師生均認為語用教學對第二語言發展極為重要，縱使社會政治情境因素的干擾，諸如考試領導教學、授課時數嚴重不足和偏重語法教學，然而，在學習語言禮貌和適切性方面，受訪者均偏好語言實用功能和實際生活應用，甚於傳統單一語法教學。受訪老師指出在語言四項技能統整課程，語用教學比例明顯偏低，認為語用教學在臺灣並不普及。另外，臺灣英語為外語老師普遍未能滿足學生語用學習需求。 雖然師生起初對學習外語語用似乎未注意其重要性，然而，在回顧外語學習的歷程中，受訪者提高對於文化適切表達之醒覺。本研究期許幫助臺灣學習英語為外語師生了解語用教學在溝通功能中扮演的重要角色，促進未來語用教學研究之實踐，發展語言使用者之溝通能力。 / Though much of L2 pragmatics research has focused on the effectiveness of instructional pragmatics and cross-cultural variations of pragmatic norms and strategies used in the target language via cross-sectional quantitative research, little, however, has been conducted to explore teachers’ and students’ motivational experiences of implementing pragmatics instruction in real-life teaching and learning practices in EFL contexts. Specifically, little was known about what and how teachers and students perceive the role of developing pragmatic ability and their motivations to teach and learn socio-pragmatic functions since prior research has suggested that more research efforts should be done in the line of L2 pragmatics research. Therefore, this study aims to investigate both teachers’ and students’ motivations of learning and teaching pragmatics through qualitative research. Multiple data sources were collected through face-to-face interviews, classroom observations and field notes as well as the researcher’s reflective journals, to illuminate the dynamic, multifaceted motivational experiences of L2 instructional pragmatics. The findings suggest that both teachers and students considered the role of teaching and learning pragmatics essential to second language development pertaining to the polite and appropriate use of the target language, and its learning utility, practical functions and intrinsic interest in using language for authentic communication purposes despite the sociopolitical factors, such as exam-oriented teaching, lack of top-down institutional support and the implementation of English language policy in Taiwan. Nevertheless, the teacher voiced her inadequacy of teaching L2 pragmatics in a four-skill integrated course and demonstrated her concerns about the prevalence of teaching students how to speak English in a culturally appropriate way, which is, however, contrary to students’ eager expectations to learn L2 pragmatics. Albeit both the teacher and the students tended to ignore L2 pragmatics at first, after the initial reflections they raised their awareness of culturally speaking in an appropriate way. In this study, it was hoped to empower both teachers and students to understand their teaching and learning practices by sensitizing them to L2 pragmatics in EFL contexts, to facilitate the implementation of L2 pragmatics instruction in the classroom and to underscore the importance of developing learners’ communicative competence in Taiwan.

台灣筆記型電腦代工廠商從1990年代開始，經過多年努力已經成為全球最重要的筆記型電腦代工業者，掌握超過90%的市場。然而近年代工廠商卻面臨低毛利，以及蘋果替代品和歐美市場景氣衝擊而腹背受敵以致出貨大幅下滑的困境。本研究希望藉由某個案A公司的立場，探討台灣筆記型電腦轉型平板電腦，如何在總體及產業環境下，藉由本身優劣勢的分析，配合環境的各種機會與威脅，建立一個創新而本身可以掌控的雲端運算生態體系，同時帶來相對獲利較佳的營運模式。 本研究透過檢視總體環境的雲端運算趨勢與全球英語的發展，以及分析筆記型電腦、平板電腦、印度軟體代工產業、以及蘋果iPad的商業模式等產業環境因素，整理出台灣筆記型電腦代工廠所面對的環境機會與威脅。透過對個案公司的各種內在優劣勢分析，作出以下對台灣筆記型電腦代工業者的策略建議： 1. 降低筆記型電腦代工比重，尤其是適度減少Ultrabook投入，以挪出資源給新產品。 2. 增加伺服器等相關產品線的投入，轉型為雲端硬體供應商。 3. 發展在雲端運算與相關生態體系業者的合作夥伴關係，包括與印度軟體代工業者的合作。 4. 選擇平板電腦適合的行業用產業，先從小範圍的行業用雲端運算，例如雲端英語教學，作為培養實力與經驗的起點，藉以熟悉雲端運算的商業模式，同時尋求保持良好的營運利潤水準。 / After 20 years of endeavor, Taiwanese notebook PC, or Laptop, ODMs have gained more than 90% of world share in terms of annual notebook PC shipment. However, these ODMs have been facing detrimental challenges which the profit margin is getting slimmer, and even worse is their customers have been losing markets due to both the world economy downturn, and severe challenges from Apple’s so-called “iDevice” since 2010. Through the approach the case study of a notebook PC ODM who is diversifing from notebook PC to tablet PC industry, and through SWOT analysis, I hope to figure out some feasible solution to bail the ODMs out with some innovative and profitable business models. By scrutinizing the trends of Cloud Computing and Global English under the macro environment, and the current industry status of notebook PC, tablet PC, Indian software ODMs, Apple’s iPad and its business model, we intend to figure out the overall opportunities and threats from the macro environment for the notebook PC ODMs who are keen to diversify into tablet PC field. Also, through the research to identify the internal strengths and weakness of the case company, the summary and suggestion to Taiwanese notebook PC ODMs are as follows: 1. Lower the percentage of notebook PC lines among their products portfolio. Ultrabook is not suggested to have heavy investment on. 2. Allocate sufficient resources to develop cloud-related equipments such as servers and tablet PCs. 3. Develop the crirical compentence set which are necessary for Cloud Computing, through the close partnership with major ecosystem participating companies. The cooperation between Taiwanese hardware ODMs and Indian software ODMs are highly recommended. 4. Start with one small but manageable ecosystem, such as English teaching through cloud, and get familiar with the business model and ways of sustaining profits.

英語の冠詞システムは、冠詞システムを持たない日本語を母語とする日本人学習者にとって、習得の難しい文法項目であるとされている。その原因の1つとして、冠詞使用に影響する英語名詞の可算性について正しく理解できていない、という理由が考えられる。本研究では、2つの実験研究を行い、日本人学習者が名詞の可算性を学習することで、英語冠詞を適切に使用できるようになるのかを調査した。 / The acquisition of the English article system is difficult for learners of English, especially when these learners do not have any article systems in their first language. One reason for their difficulty with English article usage is considered to stem from their inadequate understanding about noun countability. The present study examined the extent to which learning noun countability prompts Japanese learners' appropriate usage of English articles. / 博士(英語学) / Doctor of Philosophy in English Linguistics / 同志社大学 / Doshisha University

隨著資訊社會的來臨，數位文本逐漸普及，數位閱讀已成為閱讀的主要發展趨勢。相較於傳統偏向於線性閱讀的紙本閱讀模式，在閱讀過程中常以非線性進行閱讀的數位閱讀必須要有適當的輔助閱讀策略或機制，方能改善淺層閱讀，以及無法長期持續閱讀的問題。換言之，為提昇讀者在數位閱讀環境中的閱讀理解和成效，數位文本需要設計更有效的輔助閱讀機制來引導讀者進行更有效的閱讀學習，而發展高層次的閱讀認知策略鷹架輔以閱讀，為一可行的發展方向。 基於上述原因，本研究在「合作式數位閱讀標註系統」輔以數位閱讀的環境中發展閱讀認知策略鷹架，並與沒有結合此鷹架的「合作式數位閱讀標註系統」進行比較，以驗證有採用閱讀認知策略鷹架的實驗組學習者，是否在英語閱讀理解成效、科技接受度及學習滿意度上優於沒有採用閱讀認知策略鷹架的控制組學習者。也進一步探討「合作式數位閱讀標註系統」輔以所結合的閱讀認知策略鷹架對於場地獨立與場地依賴不同認知風格、以及高低不同英語起始能力者在英語閱讀理解成效、科技接受度及學習滿意度的影響。 實驗結果發現，在使用「合作式數位閱讀標註系統」之學習情境下，採用閱讀認知策略鷹架之實驗組學習者的閱讀理解成效、平台瀏覽次數以及各類型策略標註數量皆優於控制組學習者；並且場地相依型學習者的閱讀理解進步分數優於場地獨立型學習者。也就是本研究在「合作式數位閱讀標註系統」所發展的閱讀認知策略鷹架能有效協助學習者提升其閱讀理解成效，特別是場地相依型認知風格的學習者。另外，無論是對高分、中間、或低分組的學習者而言，採用閱讀認知策略鷹架之英語閱讀理解成效皆優於沒有採用閱讀認知策略鷹架；最後也發現認知有用性、認知易用性及學習滿意度三者之間具有顯著關連性。 / With the coming of the Information Age, digital texts are getting more and more popular. Compared to the traditional paper-based reading, nonlinear digital reading requires proper strategies or mechanism to help improve the shallow reading and short-term retention, which have been reported as the main disadvantages of digital reading. In other words, readers need inferential reasoning and comprehension monitoring strategies in order to keep concentration while reading digital texts. A scaffold of cognitive reading strategies, therefore, was developed and combined into Collaborative Digital Reading Annotation System (CDRS) in this study. It aimed to confirm whether the learners in the experimental group with the scaffold of cognitive reading strategies support outperformed the learners in the control group without the scaffold of cognitive reading strategies support on English reading comprehension, technology acceptance degree, and learning satisfaction. Furthermore, this study also examined the effects of distinct cognitive styles of field independence and field dependence and learning capability between both groups on English reading comprehension, technology acceptance degree, and learning satisfaction. The experimental results present the following findings. First, the learners in the experimental group applying CDRS with the scaffold of cognitive reading strategies outperformed the learners in the control group using CDRS without the scaffold of cognitive reading strategies on English reading comprehension, platform views and annotation numbers of four different cognitive strategies. Besides, while reading by CDRS combined with the scaffold of cognitive reading strategies, the field-dependent learners significantly outperformed the field-independent ones on reading comprehension gain. Moreover, the learners in the experimental group, either with high, medium or low learning capability, remarkably outperformed the ones in the control group on English reading comprehension. Finally, significant correlations among perceived usefulness, perceived ease of use, and learning satisfaction in both groups were found.

遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。 本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。 綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。 / Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively. A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs. In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.

近年來英語教學特別重視聽力對於英語學習的重要性，然而臺灣的英語教育仍以播放CD為最廣泛使用的英語聽力練習方法，無法因應個別學習者聽力上的個別差異需求，進行重聽段落的自我調整。隨著科技的進步，電腦輔助語言學習已成為發展趨勢，本研究發展一影片標註聽力複習機制（Video-Annotated Listening Review Mechanism, VALRM），可輔助學習者依據自己的學習需求，進行英語聽力重聽段落的標註與重聽。為了驗證此一機制對於提升英語聽力的成效，本研究比較使用VALRM以及利用Youtube進行自主聽力複習機制（Self-Determined Learning Review Mechanism, SDLRM）的學習者，在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷是否具有顯著差異。此外，也進一步比較不同英語起始能力學習者，以及不同學習風格學習者（場地獨立型與場地依賴型），分別採用VALRM及SDLRM在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷上是否具有顯著的差異。 研究結果發現，使用VALRM的學習者，其聽力理解成效顯著優於使用SDLRM的學習者。此外，使用VALRM的學習者，其學習滿意度與科技接受度高於使用SDLRM的學習者；認知負荷度則低於使用SDLRM的學習者。最後，採用VALRM及SDLRM之不同英語起始能力學習者，以及不同學習風格學習者的英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷度不具有顯著差異。研究結果顯示，學習者使用VALRM輔以英語聽力學習，能有效提昇學習者的英語聽力理解表現。

本質性個案研究目的在探討以國際教育網路社群IEARN進行專題導向式跨國互動EFL學習的英語教學設計。該學習方式與教學模式特性諸多符合九年一貫課程改革理念。然而，在國內文獻及研究顯示，極少英語教師進行專題式網路教學設計。本研究個案是國中兩名英語教師與其班導學生為期兩年半的跨國文化專題學習。從個案訪談與課室觀察中發現，資訊科技融入英語教學，教師具備高度科技能力並非必要考量，而是教學策略、班級經營、師生合作為首務。 依據個案進行專題式導向學習過程中所面臨的挑戰與完成的歷程，研究者對教師、學校主管、教育當局與社會提出建言，以求改善與進步。這項教學革新並非只是順應課程改革，更是為了發展學生全面的學習與實踐終身學習為目標。 / The purpose of this research is to understand the challenge of project-based telecommunication activities through the IEARN for EFL learning. The learning methods and teaching strategies of project-based learning (PBL) conform to the rationale of Grade 1-9 Curriculum reform. However, literature showed that very few EFL teachers became involved in PBL with information technology for instruction. This research, conducted as a case study in the qualitative methodology, describes how two junior high school English teachers and their homeroom students implemented PBL through international network and how they developed cross-culture awareness in half and two years. It was found that successful EFL learning infused with information technology relied much more on pedagogy, class management and teacher-student collaboration than on teacher's computer skills. Based on the challenges and implement revealed in the process of PBL through telecommunication activities, the researcher gave suggestions to teachers, school administrators, educational authority and community for further improvement. The instructional innovation not only met educational reform standards but also developed EFL students' holistic learning in a lifelong fashion.