本研究目的在探討遊戲教學、IRS輔助教學及平板電腦輔助教學對國小二年級學生的英語學習成就、學習態度及學習滿意度之影響，並探討不同性別、不同開始正式學習英語及不同課後複習方法的學生對三種教學法之影響情形。採用準實驗研究法，以立意抽樣選取新竹縣某國民小學二年級三個班學生為研究對象，有效樣本為90人，進行一個半月英語課程，課程內容為字母、字母發音、字彙及對話的實驗教學。研究發現：
1.三組教學法在實驗後的英語學習成就達顯著進步；其中以平板電腦輔助教學組的學習成就顯著優於遊戲教學法，並且在字母發音的聽力測驗有顯著的提升。
2. 三組教學法在實驗後的英語學習態度以平板電腦輔助教學優於遊戲教學。
3. 三組教學法皆在實驗後的英語學習滿意度為滿意；但平板電腦輔助教學及遊戲教學在學習滿意度優於IRS輔助教學；其中，在操作方式上平板電腦顯著優於IRS輔助教學組。
4.不同課後複習方式在不同的教學法於學習成就上有顯著的效果；其中以沒有課後複習的學生在平板電腦輔助教學以及IRS輔助教學組的學習成就表現優於遊戲教學組。

The purpose of this research is to explore the effects of using game teaching, IRS assisted teaching and tablet computer-assisted teaching on 2nd-grade students’ English learning performance, learning attitudes and learning satisfaction. This study also discusses the impact of different genders, different time exposure to learning English and different after-school review methods on three teaching methods. A quasi-experimental design was adopted with 3 classes of ninety second-grade elementary school students in Hsinchu County for six weeks of experimental teaching. The results are described as below:

1.The learning performance of the three teaching methods significantly progressed after teaching. And we also found the group of tablet computer-assisted teaching was significantly better than the group of game teaching in pronunciation listening.
2.The group of tablet computer-assisted teaching was significantly better than the group of game teaching in English learning attitudes after teaching.
3.Three groups of students were significantly satisfied with the English teaching methods after teaching. However, learning satisfaction of tablet computer-assisted teaching group and game teaching group were more significantly satisfied than the IRS assisted teaching group. Moreover, we also found the operation method of tablet computer is significantly easier than IRS.
4.The ways of after- school review under the three teaching methods has significantly different effects on English learning performance. The students with no after-school review performed significantly better in IRS assisted teaching and tablet computer-assisted teaching

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與研究問題 4
第三節 研究範圍與限制 6
第四節 名詞釋義 7
第二章 文獻探討 9
第一節 教育學習科技的發展與演化 9
第二節 電腦輔助語言教學 17
第三節 互動即時回饋系統融入教學相關研究 23
第四節 APP使用於平板電腦輔助教學相關研究 30
第五節 兒童外語習得相關理論 34
第三章 研究方法 39
第一節 研究對象 39
第二節 研究教材與研究工具 40
第三節 研究設計與實施 50
第四節 資料處理與分析 60
第四章 研究結果與討論 64
第一節 樣本特性分析 64
第二節 英語學習成就差異分析 69
第三節 英語學習態度差異分析 77
第四節 三組學生對於學習滿意度的看法與分析 84
第五節 不同背景變項在不同教學法之學業成就、學習態度及滿意度的差異 95
第五章 結論與建議 105
第一節 結論 105
第二節 建議 108
參考文獻 110
英文部分 110
中文部分 114

附錄
附錄一 學生英語學習態度量表 117
附錄二 英語學習滿意度問卷 120
附錄三 學生訪談問卷 122
附錄四 學生訪談對話整理 123
附錄五 IRS輔助教學課堂設計問題(以第五單元為例) 128
附錄六 APP輔助教學課堂使用教材部分截圖(以第五單元為例) 133
附錄七 學生英語成就測驗預試試題 136
附錄八 正式成就測驗 141
附錄九 家長同意書 143
附錄十 教學活動設計 144

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