本研究探討台灣高中108課綱自主學習中，高中生在彈性學習時間進行英文自我調整學習(Self-Regulated Learning, SRL)的成效及經驗，研究對象為台灣中部地區公立學校高中生三十四名。此研究中，英語教師以輔導員的角色引導高中生在108課綱彈性時間中的自主學習課程期間，透過線上Trello平台以專題式學習(Project-based Learning, PBL)來增加學生對英文檢定的了解、提升英語聽、說能力、自我調整學習能力的影響。以網路自我調整學習量表檢測自我調整學習成果，以英文聽、說能力的前後測試驗來檢驗英文學習成果。研究結果發現，學生在線上平台進行專題式學習對英文學習在聽、說能力上具有成效。在自我調整學習上，目標設定、自我評價、尋求支援等三面向有顯著。

This study investigated high school students’ self-regulated learning experience and outcome while they were participating in a project-based learning course, a compulsory learning experience in accordance with the new curriculum guidelines, enacted in 2019 in Taiwan. In this project, an English instructor, serving as a facilitator, guided the students in their project-based learning (PBL), in which an online platform Trello was employed to scaffold students’ English learning online and to trace their online discussion and learning results. Participants were thirty-four students. A questionnaire was employed to explore students’ self-regulated learning. Online Self-regulated Learning Questionnaire was used to examine the result of students’ self-regulated learning. Pre- and post-English listening tests and oral tests were used to examine participants’ English learning outcome. The result shows PBL learning has a positive effect on English learning and self-regulated learning.

目錄
第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的與研究問題 3
第三節 名詞解釋 4
第四節 研究限制 6
第二章 文獻探討 7
第一節 自我調整學習之概念與相關研究 7
第二節 108課綱英文核心素養 14
第三節 專題式學習 16
第四節 自主學習與語言學習的相關研究 25
第五節 Trello平台輔助合作學習 29
第三章 研究方法與設計 36
第一節 研究對象 36
第二節 研究架構 37
第三節 研究流程 40
第四節 線上平台Trello融合PBL設計 43
第五節 研究工具 46
第六節 資料分析 50
第四章 研究結果與發現 51
第一節 成效分析 51
第二節 自我調整學習問卷分析 58
第三節 質性資料歷程分析 61
第四節 高中生於此研究之經驗及感受 80
第五章 結論與建議 90
第一節 研究結論 90
第二節 研究建議 92
參考文獻 93
中文文獻 93
英文文獻 95
附錄一 98
附錄二 101

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