目前市面上的英語字彙學習工具(如一般字典、電子字典如Google Dictionary、Yahoo字典…等等)大多只提供了英語字彙學習者簡單的查閱功能。但是在學習的流程以及個人化的學習歷程卻相當缺乏。學習者沒有一個良好的學習流程可以使之持續不斷精進自己在字彙學習的方式，也無法得知自己在學習上是否有明顯的進步，那些英語字彙又是自己常常所遺忘的。
然而，台灣學習者學習字彙的通病在於僅是死記字母順序或字義。每個英文字彙不只有一個意義，其在不同的情境蘊含不同的用法及意義。光靠背誦的字彙學習，無法長久儲存在腦海中。字彙學習應結合字音、字形、用法、字義理解、及同反義字等，才能達到有意義的字彙學習。
本論文研究將應用建構式學習以及網路學習社群的設計概念，發展出一套建構式的學習流程以及可靈活調整的階層性課程編排架構。此外也將有用的英語字彙學習策略(例如：單字卡、單字清單、字根字首拆解法)自動化，並且套用在本論文系統 - My VLS之上。以期望能夠對於英語字彙學習者的學習成果帶來明顯的成效與進步。
此外，本論文研究也將在系統中提供學習者個人化的學習歷程以及學習社群中的相關資訊。讓學習者以及教師能夠掌握學習自身以及社群學習者之間的狀況，依照不同的學習情況而調整課程內容學習。使得在教師以及學習者雙方在英語字彙的教學上都可因此受益而帶來效益。

Most of the English vocabulary learning tool just provides vocabulary inquiry functions. These tools lack of vocabulary learning history for learners to understand there learning progress. Thus, learners can’t find out the insufficient parts of their vocabulary learning history and vocabularies they always forgot. Besides, there is no vocabulary learning process for learner, they should follow an effective learning process to improve their learning performance.
Depending on the context, English vocabulary has different meaning. However, Taiwanese EFL (English as a Foreign Language) learners are usually rote the form of English vocabulary. This kind of improper vocabulary learning strategy can’t keep long-term retention in learners’ mind. We have to use efficient vocabulary learning strategy to enhance the long-term retention of vocabulary.
This thesis focus on apply the constructive teaching/learning theory and the concept of web-base learning community to our learning platform. Based on these theories, we will design an agile hierarchical course content structure and constructive learning process depends on learning situation, teachers can free to adjust the course structure and learning process.
Besides, according to the concept of web-base learning community, our thesis system also will provide individual learning history and related-learning community information for vocabulary learners and teachers. Both them will clearly understand their learning situation and adjust their teaching/learning strategy. Through our learning process and agile hierarchical course content, learning performance will improved gradually.

英文文獻
(1) Bernard, R. M., de Rubalcava, B. R., St-Pierre, D. (2000). Collaborative online distance learning: Issues for future practice and research. Distance Education, 21(2), 260-277.
(2) Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
(3) Brooks, J. G. and Brooks, M. G. (1993). In search of understanding: the case for constructivist classrooms, Alexandria, VA: American Society for Curriculum Development.
(4) Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: putting it in context. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 3-23). Norwood, N. J.: Ablex Publishing Corp.
(5) Downs, Stephen. (2006) . eLearn: Feature Article – E-learning 2.0,
http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1.
(6) Driver, R. & Oldham, V.(1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
(7) Ertmer, P. A. and Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72.
(8) Fosnot, C.T.(1996). Constructivism: Theory, perspectives, and practice. New York:Teachers College Press.
(9) Gagnon, G. W., Jr. & Collay, M. (2006). Constructivist Learning Design offers teachers a six-step framework for lesson planning and assessment
(10) Gersh, S. O. (2001). Technology’s role in creating the shared learning environment. Multimedia Schools, 8(5), 48-51.
(11) Glasersfeld, V., E. (1995). A constructivist approach to teaching. In L.P. Steffe & J. Gale(Eds.), Constructivism in education(pp.3-15). Hillsdale, NJ: Lawrence Erlbaum Associates.
(12) Hanna, D. E., Glowacki-Dudka, M., Conceição-Runlee, S. (2000). 147 practical tips for teaching online groups: Essentials of web-based education. Madison, Wisconsin: Atwood.
(13) Honebein, P. C., Duffy, T. M. and Fishman, B. J. (1993). Constructivism and the design of learning environments: context and authentic activities for learning. In T. M. Duffy, J. Lowyck, and D. H. Jonassen (Eds.) Designing environments for constructive learning, Berlin: Springer-Verlag, 87-108.
(14) Hu, M.& Nation, I.S.P.(2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13 (1), 403-430.
(15) Huang, C. C. (2004) . High school and university students'' vocabulary knowledge, content knowledge and differential reading comprehension. Taipei , Taiwan : Crane.
(16) Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.
(17) Jonassen, D. H. (1991). Objectivism versus constructivism: do we need a new philosophical paradigm? Journal of Educational Research, 39 (3), 5-14.
(18) Jonassen, D. H., Peck, K. L., Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.
(19) Kochtanek, T. R., & Hein, K. K. (2000). Creating and nurturing distributed asynchronous learning environments. Online Information Review, 24(4), 280-293.
(20) Lebow, D. (1993). Constructivist values for systems design: five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.
(21) Liao, Y.F.. (2004). A Survey Study of Taiwan EFL Freshmen’s Vocabulary Learning Strategies.
(22) Liou, H. C. & Huang, H. T. 2004. Effects of graded texts on EFL college students’ incidental vocabulary learning: issues of exposure amount, and acquisition of productive and receptive vocabulary. Paper presented at CALICO 2004 Symposium, June 8-12, Pittsburgh, USA, Carnegie Mellon University. NSC92-2524-S007-002
(23) McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
(24) Nation, I.S.P. (2001) . Learning Vocabulary in Another Language. UK: Cambridge University Press.
(25) O’Reilly, T. (2005). What Is Web 2.0, O’Reilly Media,
http://oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.
(26) Schmitt, N., McCarthy ,M. (1997) . “Vocabulary Description, Acquisition and Pedagogy” (pp. 207-209).
(27) Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco, CA: Jossey-Bass.
(28) Siegel, M. A., & Kirkley, S. (1997). Moving toward the digital learning environment: the future of web-based instruction. In B. H. Khan (Ed.), Web-Based Instruction (pp. 263-270). Englewood Cliffs, NJ: Educational Technology Publications.
(29) Shrivastava, P. (1999). Management classes as online learning communities. Journal of Management Education, 23(6), 691-702.
(30) Steffe, L.P., & Gale, J.(Ed.)(1995). Constructivism in education, Hillsdale, NJ: Lawrence Erlbaum Associates.
(31) Tu, C., & Corry, M. (2001). A paradigm shift for online community research. Distance Education, 22 (2), 245-263.
(32) Wang, F., & Bonk, C. J. (2001). A design framework for electronic cognitive apprenticeship. Journal of Asynchronous Learning Networks, 5(2), 131-151.
(33) Woolfolk, A. E. (1993). Educational psychology, Bosten: Allyn and Bacon.
(34) Yang, Y-F (楊育芬) (2002). Developing the vocabulary size and analysis test for identifying TVES college students’ reading levels. In Department of English, Shih-Shin University (Ed.), Proceedings of the Nineteenth International Conference on English Teaching and Learning (pp. 489-499). Taipei, Taiwan: Crane.
中文文獻
(1) 朱敬先（1995）。教學心理學。台北：五南。
(2) 朱湘吉（1992）。新觀念、新挑戰-建構主義的教學系統。教學科技與媒體，2，15-20。
(3) 林生傳（1998）。建構主義的教學評析。課程與教學季刊，1（3），1-14。
(4) 徐新逸（民90）。如何利用網路幫助孩子成為研究高手:網路專題式學習與教學創新。台灣教育，607，25-34。
(5) 張春興（1996）。教育心理學。台北市：東華。
(6) 許智誠 (2008)。MyVLS: a personalized Vocabulary Learning System。國科會研究計畫。
(7) 陳怡靖（2002）。小學數學科建構取向教學之評析。教育研究，10，157-165。
(8) 陳啟榮（2006）。建構式教學的涵義及其在教育上之啟示。研習資訊雙月刊，第23卷第2期。
(9) 許慧伶（民86）。A facilitating and integrated freshman English course in a two-year junior college。第六屆中華民國英語文教學國際研討會論文集。頁220-243。台北：文鶴。
(10) 曹晉穎（民89）。網路化日語聽力學習系統之建置--以淡江大學「大一日文」為例。碩士論文，淡江大學，台灣。
(11) 甄曉蘭、曾志華（1997）。建構式教學理念的興起與應用。嘉義師院國民教育研究學報，3，179-208。