臺灣英語教育從國小三年級(甚至一年級)開始紮根，但許多家長會提前將孩童送往坊間的英語補習班，使得在學校中同樣班級的學生出現英語熟練程度落差的情形，在這樣的程度差距下，教學者要如何進行教學活動，變成是很重要的議題。因此若能了解不同英語程度的學生在學習過程中投入的狀態模式以及學習策略使用狀況，能提供教學者在課程設計的參考。
另外，在學習語言初期，聽力與口語的能力是很重要的，是發展閱讀及寫作能力的先備能力。而在教學環境上，要讓學習者的英語能力提升，必須提供良好的學習環境，讓學生面對英語時產生正向的態度，才能夠讓學生自然沉浸在英語學習的過程中
基於上述環境問題以及需求，本研究以Web2.0分享概念建立學習環境，以多媒體電子繪本教材引導學生聽力與口語的能力。學生可以透過iPad繪本館App提供的錄音、播放功能，練習及反思自己的聽力與口語能力。說故事的情境亦能讓學生能對學習的內容產生聯想。本研究目的即為分析以瞭解不同程度的學習者在Web2.0學習環境中的學習投入狀況以及學習策略。
實驗結果顯示，長期在Web2.0英語學習環境下，中成就學生的記憶策略的使用顯著高於高成就學生。而高成就學生者在活動投入的「心流狀態」及「能力感知」隨著時間遞減，「挑戰感知」則遞增。但在中、低程度學習者則是呈現完全相反的現象：在「心流狀態」及「能力感知」皆隨實驗時間而遞增，「挑戰感知」則是遞減的趨勢。透過繪本製作效能分析，發現活動中若分組成員包含英語熟練程度為高程度的學生能促進學習活動的學習成效，而在組員的組合以LH和MH為最佳的組合，MM及LL組合表現較差。經由訪談結果得知，高程度學習者在組內時常擔任指導者角色，可能造成本身學習過程的負擔。
經由本研究結果提出建議，雖然組內有高程度的成員可以促進學習活動的成效，但須注意高程度學習者分組合作的學習負擔。建議未來教學者以Web2.0學習環境進行英語教學時，在分組成員搭配上應將學習者的英語熟練程度納入考量因素，組內成員之間英語熟練程度應存在差異，可以讓組內合作更有效率。

In Taiwan, students started to learn English in school since they were in the third grade (or even in the first grade). However, students’ English Language proficiency vary greatly due to the fact that some students attend after-class English learning classes. Hence, it is important to find out the learning strategies and the flow of students of different English language proficiency levels during their learning process. The findings may help instructors to design effective learning activities for students.
In the initial English learning stage, both listening comprehension and speaking ability are critical because they are deeply associated with student’s future development of reading and writing ability. In addition, a positive learning environment is also necessary because a positive learning environment may help to motivate and engage students in the learning process.
Therefore, this research utilized an e-Picture book, integrating multimedia elements to cultivate students’ listening and speaking ability in Web 2.0 learning environment. Students could practice and reflect their listening and speaking ability with record-play mechanisms during the learning process. In addition, the storytelling context may help students to associate learning materials. Thus, the study aims to find out the learning strategies and the flow of students of different English language proficiency levels during their learning process in Web 2.0 learning environment.
The results showed that middle-level students used more memory strategies than that of high-level and low-level students. Moreover, high-level students’ flow state and perceived skill gradually reduced whereas their perceived challenge increased. On the contrary, the middle-level and low-level students’ flow state and perceived skill gradually increased while their perceived challenge decreased. Besides, the analysis result of student’s storytelling books productivity revealed that high-level students would help their groups to enhance learning efficiency. More specifically, the group members who were consisted of LH and MH would gain the highest scores while those who were consisted of MM and LL obtain the lowest scores in storytelling books productivity.
Although high-level students may be an important factor to facilitate the efficiency of learning activity, the interview result revealed that high-level may have overload problem because they are usually assigned to be a leader in learning process. Thus, this research suggested that it is necessary to consider the overload problems of high-level students on collaborative learning. Furthermore, students of different levels of English Language proficiency should be taken into account when instructors intend to group students in a Web 2.0 learning environment. A group with students of different proficiency levels may help to effectively enhance the learning activity.

中文文獻

王品卿 (2014)。Web2.0 英語學習活動之學生心流與學習動機歷程研究。中央大學網路學習科技研究所學位論文。
呂冠賢 (2012)。導入同儕互評於數位故事創作。中央大學網路學習科技研究所學位論文, 1-113。
李杰駿 (2014)。Web2.0英文學習環境之學習成效及心流研究: 男女生的比較。 中央大學網路學習科技研究所學位論文。
陳中民 (2012)。故事結構鷹架對於學童創作經驗之影響。中央大學網路學習科技研究所學位論文。
曾國鴻 (2011)。以電子書支援親子共讀。中央大學網路學習科技研究所學位論文, 1-85。
蕭伊茹 (2013)。基於建造主義導入數位說故事於英語學習之研究。中央大學網路學習科技研究所學位論文。

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