為改善國中英語教學品質，創造真實的語言學習經驗，本研究於教學現場進行常態性e化國中英語課程發展與實踐之行動研究。首先針對e化語言教學的相關理論與後設分析進行文獻探討，進而由研究者即教學者發展e化語言課程，實施為期一學年的常態性e化英語教學。研究參與者為30位高雄市環球國中國三學生，分為兩組上課，A組14人，B組16人，課程內容相同。整體e化語言課程共計46週，包含15個單元教學及2項跨文化專案。單元教學採「課前預習—課堂活動—課後線上練習」模式進行e化教學；跨文化專案進行與烏克蘭和美國交流之維基頻道專案，以及與日本合作之泰迪熊專案。
課程實施期間以「單元反思與意見表」、「循環課程學習經驗問卷」、「e化課程學習經驗問卷」、「國中學生英語學習信念量表」、全民英檢試題、課室錄影、教學研究札記、訪談，以及平台紀錄等多種工具蒐集資料。兼採描述性統計和質性資料處理分析學生對e化語言課程的評估，呈現課程發展過程，以及教師e化教學反思，並探討當前教育環境對e化教學行動的可能影響。此外，以前後測平均數t考驗，輔以效果量，檢驗常態性e化語言課程對兩組學生的英文閱讀、聽力、寫作能力和英語學習信念之影響。
研究結果顯示，兼容不同混成途徑及語言學習典範的常態性e化語言課程，運用多元數位資源，結合面對面教學及線上學習的優點，能夠發展具彈性及真實溝通的語言教學。研究參與者對課程模式、教學設計、跨文化專案交流、資訊工具選用、語言學習效益等皆有肯定評估；e化教學亦有助英文起始能力較弱的組別在閱讀、聽力、寫作方面獲得進步。e化語言課程具有可行性，教師能改變現有的語言教學現場。然而，e化教學發展遠比傳統教學複雜、費時，今日教育環境的科技教學支援尚不充足，加上標準化測驗的箝制，實施過程無法掌控的干擾因素多，教學常受影響而產生變化，挑戰仍多。教師是e化課程實踐的關鍵人物，為發展成功的e化語言教學，教師須增長科技技能、學科專門知識及教育專業知能，方能具備學科科技教學能力，以創造具支持性的常態性e化學習環境。

This action research developed a normalized e-learning curriculum in a junior high school English class, aiming to improve English teaching and provide authentic language learning. The subjects consisted of 30 grade 9 students, divided into two groups (14 in group A, 16 in group B). Both of the groups took the same curriculum, including. 15 learning units in daily lessons and 2 intercultural exchange projects. The e-learning teaching model of each unit is “online preview--face-to-face class activities --online review and exercises.” The students joined in two intercultural projects: (1) Wiki TV Channels Project working with classes in Ukraine and the USA; (2) the Teddy Bear Project with Japan.
At the research period of 46 weeks, the data were collected through students’ learning reflections, learning experience questionnaires, Beliefs about English Learning Inventory, the General English Proficiency Test, class recording, teaching journals, interviews, online learning records, etc. Quantitative and qualitative methods were conducted to analyze the participants’ evaluation of the e-learning curriculum, also reveal the process of curriculum development and the teacher’s reflections, and then explore the influence of the environment on technology-enhanced language teaching. In addition, the paired t-test was used to determine the effects of e-learning curriculum on English reading, listening, writing and language learning beliefs.
The research results indicated the participants had positive attitudes toward the curriculum model, the teaching activities, the intercultural exchange projects, the technology tools, and the learning achievement. E-teaching also enabled the group with weaker language skills to improve its English reading, listening, and writing abilities. The adoption of e-teaching was feasible, but there were still a lot of barriers for the successful overall integration of technology into language teaching. Instructors were the key to success in e-learning language curriculum. Teachers should develop the subject-matter competence, pedagogical competence, and technological competence to create a supportive technology-enhanced learning environment.

誌 謝 i
中文摘要 ii
ABSTRACT iii
第 一 章 緒論 1
第 一 節 研究背景與動機 1
第 二 節 研究目的與問題 5
第 三 節 重要名詞釋意 7
第 四 節 研究範圍與限制 8
第 二 章 文獻探討 9
第 一 節 E化教學模式 9
第 二 節 E化英語教學 13
第 三 節 科技輔助語言教學之研究分析 26
第 三 章 研究方法 29
第 一 節 研究方法與模式 29
第 二 節 研究歷程 31
第 三 節 研究情境 33
第 四 節 研究工具與資料蒐集 36
第 五 節 資料處理與分析 43
第 六 節 研究效度 46
第 七 節 研究倫理 47
第 四 章 E化英語課程之設計 49
第 一 節 課程設計的基礎理念 49
第 二 節 單元教學實施模式 50
第 三 節 跨文化專案融入課程 52
第 四 節 教學設計的相關元素 55
第 五 節 課程內容架構 68
第 五 章 研究結果與討論 80
第 一 節 單元E化學習活動評估及參與分析 80
第 二 節 跨文化專案活動評估分析 91
第 三 節 資訊工具運用分析 98
第 四 節 E化英語課程與教學之效能評價 105
第 五 節 E化英語教學對英語學習之影響 110
第 六 節 E化教學與環境的交互關聯 126
第 七 節 E化教學經歷與反思 133
第 八 節 研究討論 152
第 六 章 研究結論與建議 161
第 一 節 研究結論 161
第 二 節 研究建議 163
參考文獻 168
附錄A 國中學生英語學習信念量表之編製 183
附錄B 單元學習反思與意見 194
附錄C循環課程學習經驗問卷 206
附錄D E化課程學習經驗問卷 217
附錄E E化英語課程實施說明 223
附錄F泰迪熊專案SKYPE視訊交流問題 225
附錄G MOODLE平台「國三英語課程」內容示例擷取畫面 226
附錄H IEARN泰迪熊專案論壇日語漢字用法貼文 229

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