中文摘要
本研究目的探討是否台灣國中生閱讀英文電子繪本比英文紙本繪本在英文閱讀能力表現較佳，並探討實驗組學生閱讀英文電子繪本之後的反應及看法。
本研究樣本以桃園縣某國中九年級學生為研究對象。在實驗教學前，統計分析三次段考成績，選擇英語成績沒有差異的兩個班級，共七十人。並將其中一班設定為控制組，實施英文紙本繪本教學，另一班為實驗組實施英文電子繪本教學。兩組學生閱讀相同的三本繪本，在閱讀完每一本繪本之後，即實施英文閱讀能力測驗。八週的教學結束後，實驗組回答一份問卷，以了解對於英文電子繪本教學的看法及其回饋。蒐集所得資料分別以獨立樣本t 檢定及描述性統計，進行統計分析。
實驗結果顯示: (1) 電子繪本組與紙本繪本組在英文閱讀能力測驗成績上並無顯著差異，且紙本繪本組的成績比電子繪本高。 (2) 電子繪本組學生對英文電子繪本及電腦輔助語言教學有正面評價。
研究者根據以上的研究結論，提出相關的建議給父母，老師和出版社及未來研究之參考。

ABSTRACT
The purpose of the study is to investigate the effect of electronic picture book and paper version picture book on junior high school students’ English reading comprehension. The research aims to answer the following questions: (1) Do the students under the electronic picture book instruction perform better than the paper version picture book instruction on English reading comprehension? (2) How do the students react to the electronic picture book instruction?
During the eight-week study, 70 ninth-graders in a junior high school in northern Taiwan were divided into two groups—the CALL group and the control group; the former group read electronic picture books and the latter group read paper version picture books. Each group had an English reading comprehension test after reading each picture book. The scores of the tests were gathered and analyzed to examine whether there were any significant differences between the two groups. After the study, only the experimental group was asked to answer a questionnaire of three open-ended questions regarding reading the electronic picture books.
The data obtained from the study were analyzed from two perspectives. First, the scores of the English reading comprehension tests were collected and a t-test was applied to investigate the significant difference between the application of electronic picture book instruction and paper version picture book instruction. Second, the responses of the questionnaire were classified and described by the researcher to examine the participants’ reactions to the electronic picture book teaching.
Results of the study revealed: (1) There was no significant difference between the two groups on the English reading comprehension tests. Besides, the control group performed better than the experimental group. (2) With respect to the responses to the questionnaire, most of the participants showed their interest in the electronic picture books and indicated that they learned more with the help of the computer (CALL).
Based on the findings of the study, further pedagogical implications and suggestions for future researches are provided at the end of the study.

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