英文在世界上被廣泛學習，用於溝通的目的。然而，在傳統課堂中英文有一個方面 經常被忽視，那就是是慣用語。慣用語是在日常對話中使用的一種表達方式。如果不經過 教學，非母語人士可能難以理解慣用語中的含義。幸運的是，英文學習者可以通過觀看介 紹慣用語形式、含義和用法的 YouTube 影片來熟悉慣用語。本研究考查了在觀看 YouTube 影片後將筆記與額外練習相結合是否有助於學習者更好地記住習語。為了分析 從研究中收集的數據，研究人員採用了質性和量化的方法。受試者被分為兩組:對照組觀 看 YouTube 影片並做筆記，而實驗組觀看 YouTube 影片、做筆記並完成一些額外的練 習。另外，慣用語被分為兩組，即基於關鍵詞的慣用語和隨機分組的慣用語，以評估分組 慣用語可能存在的促進學習作用。結果顯示，大多數受試者的得分為 10 分(滿分 10 分)，證明觀看 YouTube 影片并做筆記是一種有效的學習方法。
此外，對照組和實驗組的表現同樣出色，意味著簡單地記下 YouTube 影片的筆記 就足以學習慣用語;不需要額外的練習就可以獲得接近的學習效果。此外，慣用語的分組 方式可能不會顯著影響受試者對慣用語的記憶程度。最後，受試者表示他們喜歡觀看 YouTube 影片，願意在未來採用這種學習方法。

English is widely learned in the world for communicative purposes. However, one aspect of the language which is often neglected in traditional classrooms is idioms. Idioms are an expression that is used in daily conversation. If not taught, non-native speakers may have difficulty understanding the meaning embedded in the idioms. Fortunately, learners of English can get familiar with idioms by watching YouTube videos that introduce their form, meaning and usage. In this study, the researcher examined whether incorporating note-taking with extra exercises after watching the YouTube videos would help the learners remember the idioms better. To analyse the data collected from the study, the researcher employed both qualitative and quantitative approaches. The participants were divided into two groups: the control group watched the YouTube videos and took notes, while the experimental group watched, took notes, and completed some extra exercises. Also, the idioms were classified into two groups, namely key-words based idioms and randomly-grouped idioms, to evaluate the effect that grouping idioms might have on facilitating learning idioms. The results show that most participants scored 10 out of 10, proving that watching YouTube videos and taking notes can be an effective learning method.
Moreover, the control and experimental groups performed equally well, meaning that simply taking notes of the YouTube videos was sufficient for learning idioms; there was no need for the extra exercises. In addition, the way idioms are grouped may not significantly affect how well the participants can remember the idioms. Finally, the participants reported that they enjoyed watching the YouTube videos and showed their willingness to adopt the learning method in the future.

ABSTRACT (Chinese).......................................................................................1 ABSTRACT (English) .......................................................................................2 ACKNOWLEDGEMENTS .................................................................................3 TABLE OF CONTENTS.....................................................................................4 LIST OF TABLES.............................................................................................6 TABLE OF APPENDICES..................................................................................8 Chapter 1 INTRODUCTION
1.1. Background ......................................................................................9 1.2. Previous studies and gaps.....................................................................10 1.3. Purpose of this study...........................................................................13 1.4. Overview of the methodology...............................................................14 1.4. Contribution of this study ....................................................................15 1.6. Outline of this study ...........................................................................16
Chapter 2 LITERATURE REVIEW
2.1 Research into the teaching and learning of idioms.........................................17
2.1.1 Definitions of idioms...............................................................17 2.1.2 The teaching and learning of idioms in traditional classrooms...............19 2.1.3 The application of technology in the teaching and learning of idioms.......22
2.2. Research into the use of videos on vocabulary teaching and learning..................27
2.3. Summary of Literature review...............................................................33 Chapter 3 METHODOLOGY
3.1 Introduction.....................................................................................34
4
3.2 Participants.......................................................................................34 3.3 Instruments......................................................................................36
3.3.1 Input Materials.......................................................................36
3.3.2 Target Words ........................................................................39 3.4 Participants’ Language Proficiency Screening Procedure.................................40 3.5 Data Collection Procedure.....................................................................41 3.6 Data Analysis ...................................................................................49
Chapter 4 RESULTS
4.1 Research question 1............................................................................50 4.2 Research question 2............................................................................82 4.3 Research question 3............................................................................84 4.4 Research question 4............................................................................86 4.5 Research question 5............................................................................90
Chapter 5 DISCUSSION
5.1 Summary of Key Findings ..................................................................103 5.2 Discussion .....................................................................................104 5.3 Pedagogical Implications.....................................................................108 5.4 Limitations and Call for Future Research..................................................108
References...................................................................................................111 Appendices ..................................................................................................114 Appendix A .................................................................................................114 Appendix B..................................................................................................124 Appendix C .................................................................................................129

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