單向教學及單一課本內容難以使學習者持續專注於課堂，因此使用繪本並將教材數位化是目前提升閱讀動機的教學趨勢，但過多不適合的多媒體效果反而可能會中斷學童的閱讀歷程。本研究將不同角色扮演的機制融入電子繪本閱讀活動中，研究對象為65位臺北市某國小四年級學生，將其分為三組：合作角色扮演組(簡稱為合作組)、合作融入表情自拍角色扮演組(簡稱為合作融入自拍組)、個別角色扮演組(簡稱為個別組)，探討這三組學習者分別透過不同角色扮演方式閱讀英語電子繪本後，在故事理解、閱讀動機、閱讀投入及英語能力之表現。研究結果顯示合作融入自拍組的閱讀動機、閱讀投入與口說能力顯著高於合作組與個別組，可能是電子繪本故事裡的角色為學習者依據故事情節變化所自拍的頭像，能幫助學童融入故事內容並揣摩角色情緒，更勇於將自己的台詞念出，進而有較好的語調及發音。此外，合作組與合作融入自拍組，在故事理解及英語能力的表現都高於個別組，可能是因為透過小組合作進行角色扮演，高成就學童能領導小組共同討論，因而釐清繪本中不懂之字句。最後根據上述結果進行討論與建議，以供後續相關研究或教學參考。

Students often struggle to pay attention when reading traditional textbooks. Therefore, a growing number of teachers are using picture e-books to arouse students’ reading motivation. In this study, different types of role-playing (group role-playing, group role-playing with emotive selfies, and individual role-playing) while reading picture e-books were implemented to investigate their influences on learners’ story comprehension, reading motivation, reading flow, and English performance. Sixty-five Taiwanese elementary school fourth graders were divided into three groups. Each group adopted different role-playing strategies. The results are: First, learners in group role-playing with emotive selfies had higher reading motivation, flow, and oral ability because they were encouraged to read aloud their lines through role-playing various emotive selfies which corresponded to the storyline development. Therefore, they felt more engaged in the stories and presented better reading intonation and pronunciation. Secondly, compared to individual role-playing, learners in group role-playing and in group role-playing with emotive selfies had significantly higher performances on story comprehension and an English performance test. This result shows that high achievers could lead group discussions in the process of reading picture e-books and thus improved other group members’ story comprehension and English performance. Suggestions for adopting different instructional strategies for reading e-books are provided for future research or teaching activities.

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