本研究設計了一個結合遊戲性及新型互動體驗的英語學習輔助玩具，目的是將英語學習帶入學齡前兒童的戲水情境之中，兒童可透過與玩具遊戲的過程，達到英語學習歷程的催化。本研究開發之數位互動玩具，可藉由手與尾巴做出不同組合的動作，以及眼睛可以投射出燈光圖案表達不同情緒。並透過語音播放出故事中的單字與句子，再藉由以上的功能會組成不同的回饋。小朋友能用摸與說話的方式，在與玩具之間的遊戲過程中，達到產生興趣的效果。 現階段本研究探討使用者經驗的分析，若要分析小朋友的正式學習歷程，就必須先了解小朋友的動機和使用後的回饋，以讓未來學習歷程中的研究作為基礎。因此，基於認知心理學家的理論討論幼兒學習的歷程，以及為了得知如何設計適合的玩具給小朋友，本研究提出設計時的原則以及使用者經驗與使用性，建構出互動玩具的雛形。實驗評估對象共為8位3~5歲之兒童(第一階段7位，第二階段1位)，以觀察的方式紀錄實驗過程，利用開放式問題詢問小朋友的回饋，並以進行整理與分析。總結，研究成果為： 1. 互動學習體驗：將科技結合一般戲水玩具，透過觸摸及語音的互動方式產生動作、燈光圖案、聲音等回饋，從戲水互動過程中給予兒童新的互動學習體驗。 2. 學習與探索的動機：本研究依據Skinner的操作制約概念制定互動流程，玩具經實驗發現透過觸摸及口說的互動，產生了多元回饋刺激，包含故事內容及卡牌的配合，讓小朋友在遊戲過程中能自行探索內容並在過程中學習。 3. 使用者經驗與使用性分析：從使用性五項指標分析情緒起伏歷程紀錄及分析使用者經驗，發現玩具容易讓小朋友操作且記憶玩具提供之內容，整體使用性是高的。但相較於觸摸的互動方式，說話的互動方式會讓小朋友在操作上使用性較低。 互動玩具的設計製作：以UCD的設計思維建構互動玩具外型設計、人機互動方式及內容設計，並再以Arduino為主要載體建構模組化之設計。 / This study designed an English learning toy that combined the game and a new interactive experience. This aim is to integrate English learning into the context of preschoolers playing in water and use the interaction with the toy to promote the English learning process. In this study, the digital interactive toy we made that can make different combinations of action by using its hands and tail, project out the lighting patterns to express various emotions by its eyes, and play out the words and sentences of the story by the voice player. According to the above functions, the toy forms different ways of feedback. It is effective that children can develop an interest in the toy by the ways of touching and saying in the process of game playing. At present, this study explored the analysis of user experience, if we want to analysis the children's formal learning process, we must first understand the child's motivation and feedback after use, so that it can be a foundation of the learning process in the future. Thus, the study is based on the theory of cognitive psychologists that discussed the course of early childhood learning. In order to know how to design a suitable toy for preschoolers, this study built the prototype of the interactive toy through presenting the design principles and user experience and usability. The subjects were 8 preschoolers (3-5 years of age) enrolled in the study (7 subjects in the first stage and 1 subject in the third stage). Researcher recorded the experimental procedure by the way of observing, inquired the research subjects to get their feedback by opened questions, and then digested and analyzed to the conclusion. Summary, the results of this research are in the following: (1) Interactive learning experience: The combination of technology and the general water-playing toys. The digital interactive toy let preschoolers get a new interactive learning experience through the way of touching and speaking to emerge action, light patterns, sound and other feedback. (2) Learning motivation and exploration: Based on Skinner's operational control concept, the research has found that the toy stimulates a variety of feedback through touching and speaking of the interaction, including the story content and cards. The preschoolers in the course of the game can explore the content by themselves and learning during the process. (3) User experience and usability analysis: According to the use of five indicators to analyze the course of emotional change and user experience, the research has found that the toys easily to be operated by children and made them keep memory of the contents the toy provided. The overall use is high, however, compared to the interactive way of touching, the way of speaking is lower in the children’s operation. (4) Interactive toy design: The toy is based on UCD design thinking to construct interactive toy exterior design, human-computer interaction and content design. The main carrier is Arduino to build out the modular design.

我國的數位學習環境，自政府於2003年啟動「數位學習國家型科技計畫」開始，市場需求與產業發展日漸加溫，近年更是有許多創新產品的誕生。另一方面，從文獻回顧中不難發現，關於學校與企業用戶所使用的學習帄台，由於市場規模較大且發展得早，因此產品開發的相關文獻也較為豐富；而在個人市場中，不論產品所使用的技術或是產品本身的商業模式都比學校與企業用戶來得更加多元化，但很可惜的，關於個人市場中廠商如何進行產品開發的文獻卻是非常的少。 　　本研究以我國個人數位英語學習產品為例，來探討數位學習產品的特性對開發活動的影響。故本研究的構面為數位學習產品的特性與開發活動兩大部分，前者包括以學習者為中心、教材重複使用性、知識多元性、資金回收期長、師生互動性、客製化的內容與媒體互動性等七個特性；後者則試圖以較整體性的方式，來探討數位學習產品的開發活動，其中包括概念的形成與發展、專案的組織與分工、專案的領導、問題解決與溝通、時程的控制與測詴、高階主管的角色。而本研究選擇四家數位學習廠商作為深入個案分析的研究對象，其中包括教材、工具軟體與整合服務類別的廠商，來進行專案層次的探討。 　　本研究所得到關於數位學習產品開發的結論包括：(1)數位學習產品的開發專案多由CEO發起。(2)產品在初始創意的產生上，多由具有相關產品開發經歷或技術專長者依據當時代重要的數位學習產品特性來提出；而在之後概念的發展上，為了強化產品與學習理論的連結，則會由教育專長的成員來進行細部規格的設計。(3)產品開發專案多採用固定式工作團隊型式，且成員的專職性高；並且，專案普遍透過組織外部網絡來分擔製作上的工作量。(4)數位學習產品皆具有「以學習者為中心」、「教材重複使用性」、「知識多元性」和「資金回收期長」的特性；而隨著數位學習產品的定位與所使用的技術之不同，產品可能具有「師生互動性」、「客製化的內容」或「媒體互動性」的特性。(5)數位學習產品具知識多元性，因此，其概念的發展需要跨領域的知識交流，在團隊組成上也較為多元。(6)數位學習產品具資金回收期長的特性，因此，高階主管對於產品開發專案涉入程度高。(7)具師生互動性的產品，其概念的提出者具網路服務業的背景，且課程部分的規劃會強調由具有豐富實體教學經驗的成員來執行。(8)具客製化內容的產品，其開發團隊會透過與外部內容商合作來取得部分或全部的教材；反之，團隊多自行開發教材。(9)具媒體互動性的產品，其測詴大多會由專職的測詴人員來執行，並且會透過外測以了解使用者實際使用產品的狀況及找出其他尚未發現的程式錯誤。本研究最後對企業經理人與後續研究者分別提出實務上與研究上之建議。 / When talking about the e-learning industry development in Taiwan, it has become prosperous since our government laughed “Taiwan Digital Archives Expansion Project” in 2003. Moreover, a large number of innovative products are developed in this industry. But unfortunately, the literature about how companies conduct product development is very insufficient. 　　This study which takes English learning products as example researches on how the characteristics of e-learning products affect product developing activities. Therefore, the framework of this research includes two parts, one is characteristic of e-learning products, and another one is product development activity. The former part includes learner-centeredness, reuse of materials, knowledge diversity, long payback period, interactivity, customizable content, interactive media; the latter part includes idea generation, project organization and staffing, project leadership, problem solving, schedule control and testing, role of high-level managers. This research adopts four Taiwanese e-learning companies as case studies. The major conclusion of this study includes (1) E-learning product development projects are most launched by CEO. (2) Ideas of products are most produced by the people who are not educational background, and the linkage of the products with learning theory are strengthen by people who are educational background in later stage. (3) Projects most adopt the team type “fixed team,” and outsource partial works. (4) All the e-learning products are learner-centered, reuse of materials, knowledge-diversified, long payback period; with different positioning and technology, products are or are not interactive, with customizable content, with interactive media. (6) E-learning products have long payback period, so high-level managers deeply involve the projects. (7) Products which are interactive, the concept of products are most proposed by people with background of internet service industry. (8) Product with customizable content, some part or all of its material are acquired by cooperating with content providers. (9) Products with interactive media, their testing work are most executed by individual testing member and most projects have external testing.

隨著時間的推移演進，人們瞭解到將知識經驗著作成文獻典籍保存下來供後人研究開發的重要性。時至今日，以英語為主的學術寫作論文成為全世界最主要的研究交流媒介。而對於英語為非母語的研究專家而言，在進行英語學術寫作上常常會遇到用了不適當的字彙或搭配詞導致無法確切的傳達自己的研究成果，或是在表達上過於貧乏的問題，因此英語學術寫作字彙與搭配詞的學習與使用就顯得相當重要。 在本研究中，我們藉由收集大量不同國家以及不同研究領域的學術論文為基礎，建構現實中實際使用的語料庫，並且建立數種詞性標籤型態，使用關鍵詞擷取關鍵詞擷取(Keyword Extraction)技術從中擷取出學術著作中常用的學術寫作字彙候選詞，當作是學術常用寫作字彙之初步結果，隨即將候選詞導入關鍵詞分析的指標形態模型，將候選詞依照指標特徵選出具有代表指標意義的進一步候選詞。 在實驗方面，透過對不同範圍的樣本資料進行篩選，並導入統計上的方法對字彙進行不同領域共通性的分析檢證，再加上輔助篩選的機制後，最後求得名詞和動詞分別在學術寫作中常用的字彙，也以此字彙為基礎，發掘出語料庫中常用的搭配詞組合，提出以英語為外國語的研究學者以及學生在學術寫作上的常用字彙與搭配詞組合作為參考，在學術寫作上能夠提供更多樣性且正確的研究論述的協助。 / With the evolution over time, people start to know the importance of taking their knowledge and experience into literature texts and preserving them for future research. Until now, academic writing research papers mainly in English become the world’s leading communication media all over the world. For those non-native English researchers, they often encounter with the inappropriate vocabularies or collocations which causes them not to pass on their idea accurately or to express their research poorly. As a result, it’s very important to know how to learn or to use the correct academic writing in English vocabularies and collocations. In this study, we constructed the real academic thesis corpus which includes different countries and fields of academic research. The keyword extraction technique based on the several Part-of-Speech tag patterns is used for capturing the common academic writing vocabulary candidates in the academic works to be the initial result of the common vocabulary of academic writing. The candidate words would be introduced to the index analysis model of keyword and be picked out to the further meaningful candidate words according to the index characteristics. For the experiments, the sample data with different fields would be filtered and the vocabularies on different fields of commonality would be analyzed and verified through statistical methods. Moreover, the auxiliary filter mechanism would also be applied to get the common vocabularies in academic writing with nouns and verbs. Based on these vocabularies, we could discover the common combination with the words in the academic thesis corpus and provide them to the non-native English researchers and students as a reference with the common vocabularies and collocations in academic writing. Hopefully the study could help them to write more rich and correct research papers in the future.

本研究旨在探討運用點讀筆是否具有提升國中生之英語學習動機、英語朗讀流暢度及學習滿意度效益。此外，本研究亦探討場地獨立型與場地依賴型不同認知風格學生應用點讀筆進行英語學習，在提升英語學習動機、英語朗讀流暢度上是否具有差異。 本研究以桃園縣某公立國中兩班共62位七年級學生為研究對象，分為實驗組與控制組，實驗組以教師搭配點讀筆進行英語教學，控制組則以教師施予傳統教學方式進行。量化資料分析來自一分鐘口語流暢度之前後測、學習動機與滿意度問卷。所得資料以描述性統計、t考驗、單因子共變數分析與Pearson積差相關進行資料分析與研究結果歸納，質化資料分析包含學生訪談問卷之開放問題與教師教學省思。 本研究之主要發現如下： 1.相較於施予傳統英語教學的控制組，教師應用點讀筆輔助英語教學的實驗組，整體學習動機明顯優於控制組； 2.無論是施予傳統英語教學的控制組或是教師應用點讀筆輔助英語教學的實驗組，兩組的英語朗讀流暢度表現無顯著差異，但在口語朗讀字數進步幅度上實驗組明顯優於控制組；3. 教師應用點讀筆輔助英語教學能顯著提升不同認知風格的學生之英語學習動機； 4.教師應用點讀筆輔助英語教學對不同認知風格的學生英語朗讀流暢度表現無顯著差異，但能顯著提升不同認知風格的學生的口語朗讀字數進步幅度，研究結果顯示實驗組場地獨立與場地依賴學生的英語朗讀字數進步幅度明顯優於控制組； 5.實驗組學生使用點讀筆的次數與口語流暢度具有顯著正相關；6.實驗組學生的學習滿意度顯著優於控制組，實驗組學生自覺應用點讀筆輔以英語教學使他們更勇於開口朗讀英文、會注意發音與語調，對英語學習更有自信、上課更專心，也更積極參與課堂活動。 總結而論，本研究結果顯示教師應用點讀筆輔助英語教學，為一種有助於提升國中學生的英語學習動機、學習滿意度及英語朗讀能力的有效教學模式。國中英語教師可參考此結果，善加運用多元的數位資源融合於英語學習的教學活動之中，以觸發更有效的英語學習效果。最後，根據研究結果，本研究亦提出教師應用點讀筆輔助英語教學在教學、教材設計及教育行政單位配合之建議，希望能作為國中英語教學設計與實務教學上的參考。 / The purpose of this study is to investigate the effects of the intelligent pen on EFL junior high school students’ oral reading fluency, learning motivation and learning satisfaction. It also attempts to compare the performance among students of different congnitive style on learning motivation and oral reading fluency. The pretest-posttest nonequivalent group design was adopted. The subjects were two groups of the junior high school students, one as the experimental group instructed by the application of intelligent pen and the other, as the control group, instructed by the traditional lecture method. At first, a pretest was conducted to measure the students’ English oral reading fluency and learning motivation. At last, English oral reading fluency, English learning motivation and satisfaction were also measured as parts of posttests. The data were analyzed with descriptive statistics, t-test, ANCOVA,and Pearson’s correlation coefficient. As for the data collected from the students’ responses to the questionnaires, they are analyzed both quantitatively and qualitatively. The following were the main findings of this study. 1. The experimental group’s posttest learning motivation score was higher than the control group’s. Compared the experimental group’s pretest and posttest learning motivation scores, the posttest levels were significantly higher than the pretest ones. For the control group, there was no significant difference between the pretest and posttest scores. 2. The experimental group’s posttest English oral reading fluency score was not significantly higher than the control group’s. However, the experimental group made progress more significantly than the control group. For the experimental group and the control group, there were significant difference between their own pretest and posttest scores, because the control group was still offered more chances to read English aloud than before. 3.Not only field-independent (FI) students but also field-dependent (FD) ones were superior in the learning motivation. 4.Both the Field-independent (FI) and field-dependent (FD) students of the experimental group made progress in a gain of WCPM more significantly than the control group. 5. A student’s oral reading fluency score was positive correlation with the frequency of using the intelligent pen. 6. The experimental group’s posttest learning satisfaction scores were significantly higher than the control group’s.The findings suggest that the students of the experimental group’s learning satisfaction toward English had improved significantly after the proposed instruction. Most students reported that not only their pronunciation and intonation had become better but also they had become more concentrative in class and more active in participating in the classroom learning owing to the intelligent pen. In conclusion, compared with the traditional lecture method, applying intelligent pen to English teaching had significantly positive effect on promoting junior high school students’ English oral reading proficiency, learning motivation, and learning satisfaction. Furthermore, the students held positive attitudes towards the proposed instruction. Designing teaching curriculum, the English teachers in junior high schools may take the effects and differences into consideration.Meanwhile, the teachers can apply the digital resource in the English teaching activities to achieve more effective learning results. Hence, pedagogical implications and suggestions for future research are provided in the end.

本研究旨在探討影響台灣非英語系大學生英語學習動機之因素，並建構動機模式。透過文獻探討，此動機模型包含以下五種動機成分：「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」。本研究之研究對象為302位來自台北市8所大學的非英語系大一生。研究工具為包含「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」五個量表的動機問卷。資料分析方法為結構方程模式(Structural Equation Modeling)。首先探討初始假設模型與樣本的適配情形，其次根據修正指標及相關理論進行模式修正，修正後之模式與資料適配。修正後的模式中，「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」彼此相關。然而，在此四變項中，僅「融合取向」(Integrativeness)」對於「動機行為(Motivational Behaviors) 」有顯著影響。此結果顯示「融合取向」(Integrativeness)」之定義可能已有所轉變。而研究對象之背景、變項之間的相互抵銷作用以及中介變項可能是其餘三變項對於「動機行為(Motivational Behaviors) 」無顯著影響之因。文末進一步提出相關建議，以期能作為台灣英語教師及未來研究參考。 / The purpose of this study was to investigate what kinds of motivational component influence motivational behaviors of Taiwanese non-English majors, and to propose an empirically grounded model of English learning motivation which presented the relationship among these components. The components in the model are Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. The participants in the study were 302 freshmen studying in Taipei City. The instrument was an adapted questionnaire composed scales of Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. Structural Equation Modeling (SEM) was applied to analyze the data. The hypothesized model was tested and modified using the 302 samples of the participants. In the final model, the four components, Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation were found to correlate with one another. However, among the hypothesized influences on Motivational Behaviors, namely, the influences from Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation on Motivational Behaviors, only the path between Integrativeness and Motivational Behaviors was left in the modified model. The result may indicate the transfer of the definition of Integrativeness, and the two removed paths and one no significant path may be explained by the background of the participants, the compensatory effects, and the existence of mediating variables. Finally, it is expected that the results of the present study offer a new perspective to understand Taiwanese EFL learners’ English learning motivation, and provide pedagogical implications for English instructors in Taiwan and future studies.

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.

本文以敘事研究的方式，透過深入訪談，探討一位台灣語言學習者的自主動能（learner agency）與其學習環境之互動。經由敘事訪談（narrative interview）、開放式訪談、半結構訪談以及分析受訪者社群網站發表之文章，本論文意圖呈現台灣語言學習者在不同學習環境中如何表現自主動能。 本研究以受訪者Erin出國留學為分界，共三個階段：第一階段為受訪者出國前（2014/08/25），以敘事訪談（narrative interview）的方式，Erin完整呈現自我對英語的認知與語言學習歷程之掙扎。第二階段為Erin出國以後，藉由開放式與半結構訪談，描繪出Erin在國外求學的經驗，並更深刻探討過去的語言學習歷程。第三階段為Erin回國後(2015/09/17)，再次以敘事訪談的方式，Erin反思英國求學的經驗以及英語在其人生中扮演的角色。 本研究以vam Lier所提之自主動能的三個特色為分析框架，並推衍出兩項申明：其一，台灣英語學習者在正式的語言學習環境中面臨許多挑戰，但學習者仍有表現自主動能的空間，表現方式包括逃避或拒絕學習；其二，學習者若能沈浸於語言習得的環境（foreign language acquisition environments），極有可能脫離正式語言學習環境的框架而成為一個不同於以往的自己。本研究檢視學習者在不同的學習環境中如何展現自主動能，筆者期望研究結果可提供語言教師看待語言學習者一個新視角。 / Drawing on the concept of learner agency, a narrative inquiry was conducted in order to achieve an in-depth, qualitative understanding of the interplay between a Taiwanese learner's exert of agency and various contexts. The study was developed in three phases, and multiple number of interviews were the main instrument for data collection. The first interview was conducted in August, 2014, before the participant, Erin, headed for England to pursue a Master's degree. The following interviews documented her life experiences abroad and further explored her past language learning history. The final interview was conducted in September, 2015 after she came back to Taiwan, in which she reflected on her overall study abroad experiences and the role of English in her life. The findings delineated Erin's English learning story and her agency domestically and internationally. van Lier's proposal of core features of learner agency was used as the analytic framework to discuss Erin's story, and later two assertions were derived from the discussion: (1) Being an EFL learner in the Taiwanese formal educational context may involve many challenges, but the learner still has room to exercise his or her agency-even though this could mean avoiding or rejecting learning, and (2) Fully engaged in a foreign language environment, the learner is likely to break away from the limitations of formal English learning system. The study delineates a close examination on how the language learner interacted with various contexts and demonstrates several considerations TESOL practitioners can take. Based on the findings and the discussion, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

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.

本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。 / This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.

本研究旨在了解日本學生的語言學習信念變化，並找出哪些因素在台灣和日本的TESOL環境中影響學生的學習信念的形成和變化。不同於傳統基於問卷的調查，只針對某些固定的學生的學習信念特徵的研究，最近的研究更注重學習信念的動態變化過程。社會文化理論還強調，社會文化環境在學生的思考過程中具有中介的效果。本研究旨在了解日本學生的學習信念是如何受他們的學習經驗影響，而這些經驗在不同的環境如何影響他們的學習信念。本研究使用深度訪談收集資料，採用半結構式訪談每個月針對學生的學習經歷和信念進行一學期五次的資料蒐集。通過Liblich(1998)的方法整理出訪談資料的整體與分類的內容，本研究希望找出在台灣和日本學習語言的意識形態的不同，這些差異和參與者的語言學習信念之關係，以及在台灣的日本學生面臨何種語言學習機會和挑戰。 這項研究的結果是，三位參與者經歷了不同程度的語言學習信念轉變，同時形成新的學習信念。來台灣之前，參與者對於自己的英文能力的自信心高低不一，但他們都相信能夠透過海外留學加強英文能力。在台灣，由台灣以及西方學生所組成的團體使參與者能夠練習英文並表達自己的意見，無須擔心被批評。ETP課程給他們一個機會可以使用英文來學習並溝通。來到台灣一年後，Yoshi對英文能力變得較有自信，且相信策略運用比天生能力來的重要。Taka變得較不在意自己的發音且把注意力放在文化學習上。Ko了解自己天生語言學習能力的極限並開始發展自己的學習策略。在研究建議方面，當未來的研究採用BALLI(Belief About Language Learning Inventory)(Horwitz,1999)分析時也應將親密團體和社會文化等因素加入。在英語教育方面，台灣的大學英語培訓課程應該包括更多的跨文化差異教學，所以當國際學生參加一般ETP(English taught program)時他們將面臨較少的文化衝擊。由於參與者提到與台灣和國際學生的非正式交流對她們的英語學習大有幫助，在ETP課程中教授應考量國際學生的英語水平，並把他們分配在具有相應英語水平的小組中，使他們能夠更快克服學習困難。期望這項研究的結果提供語言教學方法的調整建議，以滿足國際學生，特別是日本學生的需求。 / This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad. In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.