以往由於國內缺乏一個真實自然的英語環境加上大班級教學方式的限制，國內的英語學習者往往只能經由強記背誦的方式學習片斷知識的拼湊，少有實際應用英語的機會。近年來網路的發達突破了國內英語教學的這項困境，不但為師生開啟了一個新的溝通管道，透過網際網路無遠弗屆的特性，也為英語學習者創造了一個屬實性的英語學習環境。而未來隨著九年一貫課程將資訊教育融入各科教學的實施，利用網路輔助英語學習的方式必將成為一種趨勢。因此，本研究欲透過一個網路英語教學計劃的實施，實際瞭解高中階段實施網路英語教學在理想與現實間的差距，以期研擬出未來相關教學計劃的可行做法。主要的研究目的如下：
一、綜理網路英語教學的理論與研究發現，以找出網路教學成功的要素。
二、瞭解第一年參與網路英語教學計劃的師生於創新導入時期的教學和學習表現，以及學生對於網路英語學習方式的觀感。
三、探討網路英語教學計劃（AJET）實施上的優點與缺失。
四、發掘網路英語教學方式在高中階段學校實施的困難與可行做法。

本研究採取質性研究的方式，針對首次參與「高中國中跨國英文遠距教學」（簡稱AJET計劃）的高雄市某高一班級師生進行研究，樣本學生計有44人且均為男性。研究所包含的網路教學活動有六項，分別為：「群組筆友通信」、「影片討論寫作」、「網頁製作」、「網頁應用課程」、「即時線上討論」以及「視訊會議」。研究期間主要透過電子郵件、AJET網頁和電話聯繫了解活動進行的狀況，並進行學生活動作品的蒐集。研究結束後進行「網路英文學習觀感」問卷調查和師生訪談，並追蹤紀錄學生第二階段網頁比賽的情形。其中，回收後有效的「網路英文學習觀感問卷」共計41份，接受訪談的教師有兩位，學生有10位。所有資料均經由百分比統計分析或質性分析的處理。

本研究的主要發現與結論如下：
一、學生在活動過程中的參與互動情況不佳，需要教師的督導並培養學生主動學習的習慣。
二、教師在網路英語教學計劃的工作負荷過大，難以兼顧行政與教學工作，需要相關人力的支援與配合。
三、學生對於網路英語學習方式抱持著喜歡與肯定的態度，但關於網路學習方式對於英文學習的幫助方面，學生間則持有不同的看法。
四、網路英語教學計劃提供了學生對於新科技的體驗，感受到學習的樂趣，並且擴大了學習的範圍與學習的可能性。
五、網路英語教學計劃的實施需要進行相關觀念的推廣；在活動設計上須考量師生負荷、活動人數、相關訓練的配合；在設備、人力支援協調與人員溝通效率上均待加強。

歸結而言，網路英語教學計劃在理想與現實間雖然存在著一些差距，但仍有繼續發展與推行的價值。研究者最後根據本研究的發現與結論，對於未來在高中階段實施網路英語教學的單位、教師及研究者分別提出若干相關的建議。

The lack of a real English environment in Taiwan and big class teaching had long limited the opportunities for Taiwanese English learners to use English. Due to thriving development of internet technology in recent years, the predicament has been broken through. Internet not only opens a new communicational channel for teachers and students, but also creates an authentic environment for English learners. As the new curriculum policy “coherence curriculum of civil education”, which emphasizes on setting information instruction into each subjects, is taken into practice, learning English with internet tools must will become a trend in the future. Therefore, this research examines the distance between the ideal and the reality using an internet-based English teaching project, and probe into some feasible ways to conduct similar program in the future. There were four purposes of this research:
1. To find out the key factors of success in internet-based English teaching from relative theories and former researches.
2. To understand the teacher’s and students’ performances and the students’ reflections during the first half year joining an internet-based English teaching project.
3. To probe into the merits and defects of the internet-based English teaching project, AJET.
4. To discover the difficulties and feasible ways for senior high schools to carry out internet-based English teaching.

The subjects of this research were a senior high school class and their teacher who first joined an internet-based English teaching project named “Advanced Joint English Teaching” (AJET) in Kaohsiung. All 44 students were male. During the research period, they participated in six internet-based teaching activities, which were “group e-mailing,” “web-based course,” “e-mail writing program,” “English homepage design,” “video conference” and “chatroom discussion.” The researcher traced the students’ performances and collected their work pieces mainly through e-mail, AJET homepage and telephone during the research period.
A questionnaire was given to elicit relevant information on the participants’ perception of, and attitudes towards, using the internet technology to complete their Internet-based English projects. Follow-up interview with 10 students and 2 teachers were also collected at the end of the research to understand their reflections on the project. In addition, the students’ performances at the second homepage contest were also recorded.

After data collection, the quantitative and qualitative methods were performed. The quantitative statistic analysis was employed using descriptive analysis to investigate the learners’ perceptions towards the Web-based project. The qualitative analysis made from the student responses to the open-ended questions and the researcher’s observation, provided the opportunity to uncover deeper issues than might have been apparent in a quantitative study. Students’ responses to the open-ended questions were broken down into excerpts, where each excerpt represented one complete answer to a question, including any follow-up questions or clarification by student interviews.

The main findings and conclusions of this research are as follows:
1. The students’ participation and interaction were not good, and need the teacher’s supervision to help them to form active learning habits.
2. The teacher was overloaded in the project and found it difficult to do both administration and teaching. There is a need of others’ coordination.
3. The students liked and approved of English learning through internet, but differed in their opinions about its benefits to English learning.
4. The project provided the students an opportunity to experience new technologies, felt the pleasure of learning and increased their learning possibilities.
5. To carry out an internet-based English project, the project must spread relative concepts, consider the teacher’s and students’ loads, design each activity with proper number of participants, conduct relative training, and enhance the equipment and communicational efficiency.

To sum up, although there is a distance between the ideal and the reality in the internet-based English teaching project, this way of English teaching is worth developing and expanding. Finally, according to the findings of this research, the researcher provides some suggestions for future organizations, teachers and researchers who are interested in this field.

目 次

第一章 緒論
第一節、研究背景與動機………………………………….…………………...1
第二節、研究目的與待答問題…………………………………………………4
第三節、研究限制………………………………………………………………5
第四節、名詞解釋………………………………………………………………5

第二章 理論基礎與文獻探討
第一節、網路學習環境………………………..…………….………………….7
第二節、網路英語教學的理論基礎…………………………………………..15
第三節、網路環境在英語教學上的應用與實徵研究發現…………………..19
第四節、網路英語學習活動成功的要素……………………………………..27

第三章 研究方法
第一節、研究情境………………………………………………………….….34
第二節、研究對象……………………………………………………………..37
第三節、教學活動設計………………………………………………………..37
第四節、研究工具與資料蒐集……………………….……………………….40
第五節、教學與研究流程……………………………………………………..43
第六節、資料處理與分析…………………………………………….……….44

第四章 研究結果與討論
第一節、學生學習成果與收穫………………………………………………..46
第二節、學生學習情況與各項活動觀感……………………………………..54
第三節、學生對於活動設計與執行的評估…………………………………..61
第四節、學生對於網路英語學習方式的整體觀感…………….…………….65
第五節、實施網路英語教學計劃的困難與問題……………………………..69
第六節、綜合討論與發現…………………………………………….……….75

第五章 研究結論與建議
第一節、研究結論……………………………………………………………..88
第二節、建議部分……………………………………………………………..92

參考文獻
一、中文部分…………………………………………………………………..98
二、英文部分…………………………………………………………………101

附錄
附錄一 網路英文學習觀感問卷……...………………………………..….107
附錄二 「以電子賀卡問候友人」之教案……...………………………….112
附錄三 「影片討論寫作」之原始教案……...…………………………….113
附錄四 「地震」之教案……………………………………………………115
附錄五 「耶誕之夜和千禧願望」之教案…………………………………116

表 次


表2-1 網路學習環境的型態…………………………………………………..9
表2-2 Internet在教學使用上的功能表……………………………………...11
表4-1 學生對於自我表現的評估……………………………………………53
表4-2 學生自評參與活動程度………………………………………………57
表4-3 學生對於AJET計劃的評估………………………………………….61
表4-4 最喜愛和最不喜愛某活動的原因……………………………………63
表4-5 學生對於AJET計劃的活動缺失與改進建議……………………….64
表4-6 學生對於網路英語學習方式的整體看法及參與前後觀感…………65
表4-7 網路英語教學與傳統英語教學之比較………………………………66
表4-8 喜歡討論寫作或獨自寫作之原因……………………………………68
表4-9 學生上網時的心情狀態………………………………………………70
表4-10 學生進行網路英語學習所遭遇的困難與解決策略………………..70


圖 次


圖3-1 AJET網站英文版首頁……………………………………………….34
圖3-2 AJET網路虛擬校園進站畫面……………………………………….35
圖3-3 AJET網路虛擬學園的活動看板…………………………………….35
圖3-4 教學與研究流程………………………………………………………43
圖4-1 學生個人網頁之一……………………………………………………47
圖4-2 學生個人網頁之二……………………………………………………47
圖4-3 關於環保的文章………………………………………………………48
圖4-4 千禧年專文……………………………………………………………48
圖4-5 新年願望………………………………………………………………49
圖4-6 影片討論寫作學生作品之一…………………………………………49
圖4-7 影片討論寫作學生作品之二…………………………………………50
圖4-8 萬聖節的由來…………………………………………………………51
圖4-9 十八個節慶介紹………………………………………………………51
圖4-10 德國食品……..………………………………………………………52
圖4-11 日本料理………………………………………………………..……52
圖4-12 學生每週上網頻率……………………………………..……………56
圖4-13 學生每次上網平均時間………………………………..……………56

參考書目
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二、英文部分
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