本研究透過建立網路書評社群，讓學生親自參與書評的製作，瞭解此製作過程是否有助於提升學生的閱讀動機與閱讀理解能力，本研究亦透過實驗比較影音網路書評社群是否較一般網路書評社群對於讀者的閱讀動機與閱讀理解能力更具影響力，並且進一步瞭解其社群平台上的回饋對於讀者閱讀動機與閱讀理解能力的相關性。本研究以嘉義市某高職學生為研究對象，以便利取樣抽取研究樣本二年級班級總共為49位學生，將其分為兩組，影音網路書評社群(25位)、一般網路書評社群(24位)，並透過Facebook社群平台進行製作與發表網路書評。研究採用質與量的研究方法並，在量化方面，使用問卷調查法瞭解學習者的閱讀動機；在質化部份，採用內容分析法，瞭解學習者在社群平台上的社群回饋情形。
　　本研究結果顯示，不論是一般或是影音網路書評社群組，在製作網路書評之後，其閱讀動機與閱讀理解能力皆有顯著提升。更比較一般組與影音組之間閱讀動機與閱讀理解能力的差異發現，影音組的「內在動機」與閱讀理解能力中的「反思與評鑑能力」優於一般網路書評組。另一方面，一般組的社群回饋偏向認知回饋多於情感回饋，而影音組偏向情感回饋多於認知回饋。同儕之間的回饋對於學生個人的閱讀動機有正面也有負面相關，情感回饋與「認同」呈正相關，並與「內在動機」呈負相關。而認知回饋與「好奇」與「挑戰」呈正相關，修正回饋與「認同」呈負相關。此外，接受情感回饋與認知回饋數量多寡與讀者的閱讀理解能力皆沒有達到顯著相關性，推測可能是因為同儕之間的回饋能力還不夠熟練，回饋品質無法像導師那樣給予深入的回饋，很少深入書評作品給予意見，對於書評製作者本身較難有所收穫。最後，本研究依據研究結果進行討論，並對教師在推廣閱讀教學及未來的後續研究提出建議。

The purpose of this study was to investigate the effects of different types of online book-reviews community for the students' reading motivation and reading comprehension. 49 students enrolled in the Chinese course from a vocational high school, and they were divided into general group and video group. Both quantitative and qualitative methods were applied for data analysis. The quantitative methods were used to evaluate the reliability of the reading motivation questionnaires and reading comprehension exam, while the content analysis was used to analyze the effects of various feedback types that students received from peers.
The results indicated that reading motivation and reading comprehension of both group significantly improved after making book reviews. It was noted that “intrinsic motivation" and "reflection and evaluation" of video group were better the general group. On the other hand, the general group tended to give more cognitive feedback, and video group tended to give more affective feedback. Furthermore, students received affective feedback might increase their reading “Recognition”, but it might decrease “intrinsic motivation.” And students received cognitive feedback might increase their “Curiosity” and “Challenge”. However, students received too much corrective feedback might decrease their “Recognition”. In addition, students’ affective feedback and cognitive feedback were not significantly correlated with reading comprehension. Finally, implications and suggestions were both provided for teaching and future research.

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