本研究旨在探討以CLIL（Content and Language Intergrated Learning, CLIL）教學法融入Edpuzzle對國小五年級學生英語聽力理解成效之影響。本實驗採準實驗設計，研究對象為新竹縣某國小五年級的兩個班級。參與實驗學生共計57人，兩班級隨機分為實驗組與對照組兩組。
實驗中的自變項是教學方法的使用，依變項為英語聽力理解成效、英語學習歷程偏好；其中，實驗組採CLIL教學法融入Edpuzzle，對照組則採CLIL教學法但未融入Edpuzzle之教學方法。所有研究對象在進行實驗前均接受「英語聽力理解成效前測」及「英語學習歷程偏好前測」施測，並在實驗後接受「英語聽力理解成效後測」及「英語學習歷程偏好後測」施測。
本研究根據測驗結果進行統計分析，且輔以質性訪談之資料，根據實驗結果與發現，得到以下結論：
一、 CLIL教學法融入Edpuzzle與否對國小五年級學生英語聽力理解成效具有顯著差異，實驗組學生之英語聽力理解成效明顯有所提升。
二、 CLIL教學法融入Edpuzzle與否對國小五年級學生英語學習動機與策略具有顯著影響，實驗組學生之英語學習動機與策略有所提升。

This purpose of this study is to explore the impact of the integration of CLIL(Content and Language Integrated Learning) into Edpuzzle on the effect of English listening comprehension for the fifth graders in an elementary school. This study adopts a quasi-experimental method, and the research participants were two classes of the fifth graders in an elementary school in Hsinchu County. 57 students in two classes participated in this experiment, and the two classes were randomly assigned to be the experimental group and the control group.
The self-variation in the experiment is the teaching method. The variables are the effect of English listening comprehension and the preference of the process in English learning. The experimental group adopted the teaching of CLIL integrated with Edpuzzle, but the control group didn’t. Before the experiment, all subjects were tested the “English listening comprehension pre-test” and the “Preference of the process in English learning pre-test”. All subjects were tested the “English listening comprehension post-test” and the “Preference of the process in English learning post-test” after the experiment.
The study conducted statistical analysis based on the test results, and supplemented by qualitative interviews. Based on the experimental results, the findings are as follows:
1. With the integration of CLIL into Edpuzzle or not makes the significant differences between two groups. Students in the experimental group have the significant improvement in the learning outcome of English listening comprehension.
2. With the integration of CLIL into Edpuzzle or not makes the significant influence between two groups. Students in the experimental group have the improvement in English learning motivation and learning strategy.

中文摘要………………………………………………….. i
英文摘要………………………………………………….. ii
謝誌……………………………………………………….. iii
目次……………………………………………………….. iv
表次……………………………………………………….. vi
圖次……………………………………………………… viii
第一章　緒論 1
第一節 研究背景與動機 1
第二節　研究目的與待答問題 1
第三節 重要名詞釋義 4
第二章　文獻探討 5
第一節　CLIL教學法與相關研究 7
第二節　英語聽力理解 22
第三節 EDPUZZLE互動式影音平台 29
第三章　研究設計與實施 37
第一節 研究方法與架構 37
第二節　研究場域與研究對象 43
第三節　研究步驟 45
第四節　研究工具 48
第五節　資料分析與處理 58
第四章 研究結果與討論 61
第一節　應用CLIL教學法融入EDPUZZLE對英語聽力理解成效之影響 61
第二節　應用CLIL教學法融入EDPUZZLE對英語學習歷程偏好之影響 71
第五章 研究結論與建議 87
第一節　研究結論 87
第二節　建議 89
參考文獻 92
壹、中文部分 92
貳、英文部分 94
附錄 100
附錄一　CLIL教學法融入EDPUZZLE教案 100
附錄二 BUMPER HARVEST: NEW WAYS AND THOUGHTS OF FARMING PRE-TEST 115
附錄三　BUMPER HARVEST: NEW WAYS AND THOUGHTS OF FARMING POST-TEST 117
附錄四 英語學習歷程偏好量表 119
附錄五 訪談大綱與訪談記錄 122

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