英文是全球普及的語言之一，但現今大多數的英文學習還是仰賴傳統教學方式。然而傳統教學方式卻擁有許多缺點，尤其缺乏互動性更是一大問題。而戲劇教學方式改善了此問題，並為學習帶來良好的互動性與有用性，但過去的研究都著重在單一情境中進行學習，而缺乏環境給予的刺激，也因此缺乏生活經驗的連結。除此之外，也鮮少對於真實環境中戲劇行為與創作對於英文學習之影響的相關研究，讓學習者使用註記創作劇本並在情境中演出。因此，本研究針對國中七年級學生的英文教學開發了一套電子書註記系統(Vpen)，讓學習者在真實情境中進行行動戲劇學習，探討其對英文學習之影響。
研究對象為國中七年級學生共48位，並分成實驗組（真實情境中的戲劇學習）與控制組（非真實情境中的戲劇學習），為期四週的實驗時間。實驗結果顯示，實驗組在學習成效方面優於控制組，也更能保持所學的英文知識。
分析結果發現，註記並非學習者製作時會使其較難理解註記內容，還有學習者自主學習並進行註記有助於提升學習成效，也發現語調與肢體動作幫助學習者回憶並保持所學知識，也發現語音註記比起文字及圖片註記更能使學習者保持所學知識。最後，多數實驗組的學習者認為行動戲劇對英文學習是非常有幫助的。

English is one of the most universal languages in the world, but nowadays most English learning relies on traditional teaching methods. However, traditional teaching methods have many shortcomings, especially the lack of interactivity is a big problem. The drama teaching method has improved this problem and brought good interactivity and usefulness to learning. However, the past research has focused on learning in a single situation, but lacks the stimulation given by the environment, and therefore lacks the link of life experience. In addition, there is little research on the impact of drama behavior and creation on English learning in the real environment, allowing learners to use annotation to create scripts and perform in context. Therefore, this study developed a set of e-book annotation system (Vpen) for the English teaching of seventh-grade students in the middle school, so that learners can conduct mobile drama in real situations and explore their influence on English learning.
This research consisted of 48 students in the seventh grade of the middle school and divided into an experimental group (mobile drama learning) and control group (drama learning in a non-real situation) for a period of four weeks. The experimental results show that the experimental group is better than the control group in terms of learning achievement, and could maintain what they had learned longer.
The result found that annotation is not made by the learner themselves will let learner more difficult to understand the meaning of annotation, and the learner's autodidacticism and use annotation help to improve the learning achievement. Also finds that the intonation and physical help the learner to recall and maintain what they had learned longer. It has also been found that voice annotations enable learners to maintain what they have learned more than text and image annotations. Finally, most experimental group learners believe that mobile drama is very helpful for English learning.

Ackerman, A. S. (2008). Hybrid Learning in Higher Education: Engagement Strategies. College & University Media Review, 14(1), 145-158.
Afna, M. (2016). THE APPLICATION OF LOUD READING IN TEACHING PRONUNCIATION AT MTsN BANDA ACEH II IN TEACHING. Literature & Language Teaching.
Akay, Ö. Ö. İ. C. (2017). The Use of "Drama in Education" in Primary Schools from the
Viewpoint of the Classroom Teachers: A Mixed Method Research. Journal of Education and Practice, 16.
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102. doi:10.1016/j.chb.2015.11.033
Arveklev, S. H., Berg, L., Wigert, H., Morrison-Helme, M., & Lepp, M. (2018). Nursing students experiences of learning about nursing through drama. Nurse Education in Practice, 28, 60-65. doi:10.1016/j.nepr.2017.09.007
Ayub, A. F. M., Zaini, S. H., Luan, W. S., & Jaafar, W. M. W. (2018). The Influence of Mobile Self-efficacy, Personal Innovativeness and Readiness towards Students’ Attitudes towards the use of Mobile Apps in Learning and Teaching. International Journal of Academic Research in Business and Social Sciences, 7(14). doi:10.6007/IJARBSS/v7-i14/3673
Bailey. (2004). Active learning. In R. Hoffman (Ed.), Encyclopedia of educational technology.
Brennan, R. W., Eggermont, M., Rosehart, W., Deacon, A. K., Larson, N., & O’Neill, T. A. (2015). Assessing Life-Long Learning in a First-Year Design and Communication Course. Proceedings of the Canadian Engineering Education Association. doi:10.24908/pceea.v0i0.5855
Brown, V. (2017). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164-171. doi:10.1080/10632913.2016.1244780
Cook. (2016). Second Language Learning and Language Teaching. In.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64. doi:10.1016/j.compedu.2018.04.007
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3). doi:10.2307/249008
Dunbar, N. E., Brooks, C. F., & Kubicka-Miller, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess communication skills. Innovative Higher Education, 31(2), 115-128. doi:10.1007/s10755-006-9012-x
Fleming, J., Gibson, R., Anderson, M., Martin, A. J., & Sudmalis, D. (2016). Cultivating imaginative thinking: teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education, 46(4), 435-453. doi:10.1080/0305764X.2015.1064097
Fletcher-Watson, B. (2016). Learning though theatre: the changing face of Theatre in Education; Theatre in Education in Britain: origin, development and influence. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 590-592. doi:10.1080/13569783.2016.1228451
Fuentes. (2010). BREAK A LEG! THE USE OF DRAMA IN THE TEACHING
OF ENGLISH TO YOUNG LEARNERS. A CASE STUDY.
Furio, D., Juan, M. C., Segui, I., & Vivo, R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. Journal of Computer Assisted Learning, 31(3), 189-201. doi:doi:10.1111/jcal.12071
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2
Gee, J. P. (2012). Situated language and learning: A critique of traditional schooling: routledge.
Gerber, S. (2017). Knowledge visualization in a musicology seminar using the SCALAR platform. 2017, 9, 1. doi:10.13021/G8itlcp.9.2017.1805
Gonzalez, J. B. (2018). Towards recognition and regard: Creating connectivity in theatre education through intentional wakefulness. Youth Theatre Journal, 32(1), 30-44. doi:10.1080/08929092.2018.1445051
Greene, J. P., Erickson, H. H., Watson, A. R., & Beck, M. I. (2018). The Play’s the Thing: Experimentally Examining the Social and Cognitive Effects of School Field Trips to Live Theater Performances. Educational Researcher, 47(4), 246-254. doi:10.3102/0013189x18761034
Handley, Z. (2009). Is text-to-speech synthesis ready for use in computer-assisted language learning? Speech Communication, 51(10), 906-919. doi:https://doi.org/10.1016/j.specom.2008.12.004
Harmer, J. (1983). The practice of English language teaching.
Hughes, A. (2002). Testing for Language Teachers (2 ed.). Cambridge: Cambridge University Press.
Hulme, C., Newton, P., Cowan, N., Stuart, G., & Brown, G. (1999). Think before you speak: Pauses, memory search, and trace redintegration processes in verbal memory span. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(2), 447-463. doi:10.1037/0278-7393.25.2.447
Hulse, B., & Owens, A. (2017). Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 1-14. doi:10.1080/17501229.2017.1281928
Kathleen, R. M. (2018). Drama Education and Second Language Learning Edited by Joe Winston and Madonna Stinson. New York, NY: Routledge, 2014. TESOL Journal, 9(1), 237-241. doi:doi:10.1002/tesj.338
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2. doi:10.1007/bf02905780
Kiewra, K. A. (1985). Students' note-taking behaviors and the efficacy of providing the instructor's notes for review. Contemporary Educational Psychology, 10(4), 378-386. doi:https://doi.org/10.1016/0361-476X(85)90034-7
Li, Z. (2017). Mobile Learning in the Theater Arts Classroom. 5.
Li, Z., Zhou, M., & Teo, T. (2017). Mobile technology in dance education: a case study of three Canadian high school dance programs. Research in Dance Education, 1-14. doi:10.1080/14647893.2017.1370449
Lombardo, V. D., Rossana; Pizzo, Antonio. (2017). Metadata annotation for dramatic texts. 1-6.
Mages, W. K. (2018). Does theatre-in-education promote early childhood development?: The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly. doi:https://doi.org/10.1016/j.ecresq.2017.12.006
Martin, B. (2015). Drama and learning science: an empty space? British Educational Research Journal, 41(1), 102-121. doi:doi:10.1002/berj.3130
Martinez, M., Roser, N. L., & Strecker, S. (1998). "I never thought I could be a star": A Readers Theatre ticket to fluency (Vol. 52).
Mehrabian, A., & Ferris, S. R. (1967). Inference of attitudes from nonverbal communication in two channels. Journal of Consulting Psychology, 31(3), 248-252. doi:10.1037/h0024648
Michael, P. (1958). Personal knowledge.
Nonaka, I., & Toyama, R. (2015). The Knowledge-creating Theory Revisited: Knowledge Creation as a Synthesizing Process. In J. S. Edwards (Ed.), The Essentials of Knowledge Management (pp. 95-110). London: Palgrave Macmillan UK.
Osborn, A. (1963). Applied imagination: principles and procedures of creative problem-solving.
Pablo, G., Hervás, R., Carlos, L., & Catherine, V. G. (2016, 2016). Annotating Musical Theatre Plots on Narrative Structure and Emotional Content. Paper presented at the Seventh International Workshop on Computational Models of Narrative, Kravov, Poland.
Panel, N. R. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. English Language Teaching, 5(8). doi:10.5539/elt.v5n8p217
Pfeiffer, F. M., Bauer, R. E., Borgelt, S., Burgoyne, S., Grant, S., Hunt, H. K., . . . Schmidt, D. C. (2017). When Theater Comes to Engineering Design: Oh How Creative They Can Be. Journal of Biomechanical Engineering, 139(7), 071004-071004-071004. doi:10.1115/1.4036793
Pressley, M., & Levin, J. R. (1981). The keyword method and recall of vocabulary words from definitions. Journal of Experimental Psychology: Human Learning and Memory, 7(1), 72-76. doi:10.1037/0278-7393.7.1.72
Ribeiro, P., Michel, A., Iurgel, I., Ressel, C., Sylla, C., M, W., . . . ller. (2018). Empowering children to author digital media effects for reader's theatre. Paper presented at the Proceedings of the 17th ACM Conference on Interaction Design and Children, Trondheim, Norway.
Sha, L., Looi, C.-K., Chen, W., Seow, P., & Wong, L.-H. (2012). Recognizing and measuring self-regulated learning in a mobile learning environment. Computers in Human Behavior, 28(2), 718-728. doi:https://doi.org/10.1016/j.chb.2011.11.019
Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of MLearn 2005, 1(1), 1-9.
Susman-Stillman, A., Englund, M., Webb, C., & Grenell, A. (2018). Reliability and validity of a measure of preschool children’s theatre arts skills: The Preschool Theatre Arts Rubric. Early Childhood Research Quarterly. doi:https://doi.org/10.1016/j.ecresq.2017.12.001
Thayer, A., Lee, C. P., Hwang, L. H., Sales, H., Sen, P., & Dalal, N. (2011). The imposition and superimposition of digital reading technology: the academic potential of e-readers. Paper presented at the Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Vancouver, BC, Canada.
Verhoeven, L., van Leeuwe, J., & Vermeer, A. (2011). Vocabulary Growth and Reading Development across the Elementary School Years. Scientific Studies of Reading, 15(1), 8-25. doi:10.1080/10888438.2011.536125
Yang, Y.-F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181-198. doi:10.1080/09588221.2010.538700
Zhang, H., Hwang, W.-Y., Tseng, S.-Y., & Chen, H. S. L. (2018). Collaborative Drama-Based EFL Learning in Familiar Contexts. Journal of Educational Computing Research, 0(0), 0735633118757731. doi:10.1177/0735633118757731
Zhou, M., & Li, Z. (2018). Blended mobile learning in theatre arts classrooms in higher education. Innovations in Education and Teaching International, 1-11. doi:10.1080/14703297.2018.1447389