本研究旨在探討台北縣立高中職附設高中職進修學校學生的學習滿意度，作為教育行政機關與學校因應成人學習者終身學習的參考。本研究以台北縣的公立高中職為範圍，包括樹林、清水、三民、海山、永平、秀峰、錦和、安康、三重以及鶯歌高職等十所縣立高中職附設高中職進修學校作為研究對象。各縣立高中職附設高中職進修學校的學生，共計1429人，進行問卷調查。所使用的研究工具為「台北縣立高中職附設進修學校學生學習滿意度調查問卷」，內容包括教師教學、課程內容、學習環境、行政服務等四構面。問卷回收情形，共計收回1220 份，有效回收率為85％。本研究所使用 的統計方法，包含描述性統計、獨立樣本 t 檢定、單因子變異數分析與Scheffe 事後多重比較檢定等方法。 本研究結論如下： 一、高中職附設進修學校學生對於在校學習滿意度，整體而言尚屬滿意。 二、高中職附設進修學校學生滿意度最高的層面為教師教學：於「教師的口 語清楚，教學重點掌握」、「師生互動模式」滿意度較高；「教師使用 視聽媒體能力」滿意度較低。 三、高中職附設進修學校學生滿意度最低的層面為課程內容：只有「課程有 助於促進自我學習」一項滿意度較高；而「課程安排與個人需求相符 合」及「課程內容幫助社區發展與進步」屬於滿意程度較低者。 四、學習環境層面有待改善：「班上同學相互關懷情形」及「班上同學相處 融洽情形」滿意度較高；「班級桌椅的安排適當」及「廁所使用方便與 清潔」等項滿意度較低。 五、行政服務層面仍有改善空間：「註冊手續的方便性」及「提供停車服 務」滿意度較高；而「提供課外學習活動諮詢」及「圖書館開放的時 間」的服務滿意度較低。 六、性別、家庭總收入、上學交通時間及學校歷史等4個背景變項中均未達 顯著差異。 七、年齡、年級、職業、婚姻狀況、教育程度、工作年資及學校性質等7個 背景變項的部分層面中達顯著差異 最後，本研究根據以上結論，分別針對政府、高中職附設進修學校、教師及後續研究提出數點建議。 / The study attempts to understand the degree of learning satisfaction among affiliated adult schools in Taipei county high schools and vocational high schools so as to provide references about lifelong learning of adults for the educational authorities concerned. The subjects of the study include 1429 adult students in nine different county high schools and one vocational high school.There were 1220 valid questionnaires were compiled and the valid percentage was 85%.The contents of the questionnaires include the following four aspects:teaching ,curriculum,learning environment,and administrative service.The tools used in the study include descriptive statistics,t-test,one way ANOVA and scheffe’s posterior comparisons. The results of the study are presented as the following: 1.The general degree of learning satisfaction among the adult students in the affiliated high schools is above average. 2.The aspect of teachers’teaching is the most satisfactory part, with the items of “clear and organized teaching, harmonious interaction more satisfactory” than the item of “teachers’abilities of using audio-visual teaching aids .” 3.The aspect of curriculum is the least satisfactory part, with the item of “courses provided are beneficial to future self-learning” more satisfactory than the items of “the arrangement of course meet individual needs”and “the contents of the courses benefit the development and improvement of the community.” 4.The aspect of learning environment desires to be improved, with the items of “concerning classmates” and “getting along well with classmates” more satisfactory than the items of “the appropriate arrangement of desks and chairs” and “the availability and hygiene of the toilets.” 5.The aspect of administrative service also desires to be improved, with the items of “the convenience of enrollment” and “the availability of parking space” more satisfactory than the items of “the availability of consulting extracurricular activities” and “the availability of library service.” 6.Four background variables, including gender, total family income, commuting time, and school history, are not significantly different in the study. 7.Seven background variables, including age, grade, career, marital status, background of education,work seniority, and school quality, are significantly different in the study. Finally, based on the above results, the study has presented some suggestions to the government, the affiliated adult high schools and vocational high schools, teachers and future researchers.

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.