本研究旨在探討大學生的學習風格與課後學習環境對英語字彙學習的學習成效、課程滿意度、成效滿意度與學習參與度之影響，並輔以英語字彙記憶術策略課程學習，研究對象為科技大學學生，採前後測準實驗研究設計，分成實驗組為網路學習環境，以Facebook為學習工具，共68人；控制組為傳統學習環境，以紙本學習單為學習工具，共58人，實驗為期一個月。研究資料除學習者的前後測成績外，另採用自陳式量表問卷調查學習者的滿意度與參與度，經由二因子變異數分析與皮爾森相關分析等統計分析，結果發現：
一、學習者的學習風格與課後學習環境對學習成果(學習成效、課程滿意度、成效滿意度與學習參與度)無顯著交互作用。
二、發散型的學習者在課程滿意度與成效滿意度顯著較調適型的學習者高。
三、使用Facebook學習的學習者其學習成效與參與度顯著高於傳統學習環境的學習者。
四、學習參與度與學習成效、課程滿意度、成效滿意度達顯著正相關。
五、學習成效與課程滿意度、成效滿意度滿意沒有顯著相關。
六、課程滿意度與成效滿意度達顯著正相關。
七、Facebook互動參與度與學習成效、課程滿意度、成效滿意度達顯著正相關。
最後依據本研究結果及學習者的意見回饋分析提出結論與建議，提供相關建議以供教學者及後續研究者參考。

The purpose of this study was to investigate the differences of students’ learning outcome, satisfaction and participation in an “English vocabulary mnemonic course ” using an online social networking tool – Facebook among different learning styles. The course aimed to make students learn English vocabulary by using the mnemonic “Keyword method” on their homework. A pretest-posttest quasi-experimental design was utilized and purposive sampling was conducted in a university in Taiwan. One hundred and twenty-six subjects were assigned into experimental and control groups. The experimental group, which consisted of 68 subjects, learned English vocabulary on Facebook in their free time. The control group, which consisted of 58 subjects, used worksheet to learn English vocabulary in their free time. Over a one-month period, the subjects took a posttest and completed a questionnaire regarding their course satisfaction, learning outcome satisfaction and participation. Statistical analyses including two-way ANOVA and Pearson product-moment correlation were used in the study. Qualitative data, feedback on the course and subjects’ learning experience, were also collected. The results of this study were summarized as follows:
(1) There were no significant interaction effects found between treatments and learning styles on learning outcomes (post-test score, course satisfaction, learning outcome satisfaction and participation).
(2) Students in the Diverging group have higher level of course satisfaction and learning outcome satisfaction than students in the Accommodating group.
(3) Students in the experimental group got better scores on posttest and have more participation than students in the control group.
(4) Participation was positively correlated with posttest scores, course satisfaction and learning outcome satisfaction.
(5) There was no significant correlation between posttest scores and course satisfaction or learning outcome satisfaction.
(6) Course satisfaction was positively correlated with learning outcome satisfaction.
(7) Students’ Interaction on Facebook was positively correlated with their learning effectiveness, course satisfaction and learning outcome satisfaction.

Finally, according to the results of this study, some suggestions were provided for the teachers and future researches.

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