本研究旨在探討學習風格在多媒體學習素材之字幕類型的呈現方式對於台灣大學生聽力理解與詞彙學習的影響。受測對象為170人，來自台灣北部三所學校之大學生，其英語程度為中低級(多益聽力閱讀成績介於400到600分)。字幕的呈現方式為以下四種之一：(1)完整字幕、(2)無字幕、(3)完整字幕附重點字標記和第一語言註釋、(4)只有重點字標記和第一語言註釋。受試者於第一階段先接受學習風格測驗，測試結果將170人分為聽覺學習風格(92人)和視覺學習風格(72人)。第二階段將兩組受試者隨機分配到其中一種字幕類型，並且觀看其字幕類型的兩支影片各一次。受測者看完影片後，依序完成影片理解和三項字彙測驗包含：詞形辨識、詞義辨識、詞義回想。量化研究結果顯示學習風格會影響影片理解但不會影響詞彙學習。在完整字幕附重點字標記和第一語言註釋以及只有重點字標記和第一語言註釋的字幕類型中，視覺學習風格學生得分比聽覺學習風格學生高；在完整字幕和無字幕的類型中，視覺學習風格和聽覺學習風格學生的分數沒有明顯差異。儘管學習風格不會影響詞彙學習，字幕類型對於詞彙學習有顯著影響。學生在完整字幕附重點字標記和第一語言註釋以及只有重點字標記和第一語言註釋的字幕類型中，得分高於其他觀看完整字幕和沒有字幕影片的學生。總而言之，不論學習風格為何，於字幕中提供重點字標記和第一語言註釋可以對中低程度學生學習詞彙有正面效果。

This study investigated how learning style and video captioning affected listening comprehension and vocabulary learning of low-intermediate Chinese-speaking learners of English. A total of 170 Taiwanese undergraduates first completed the PLSPQ (Perceptual Learning Style Preference Questionnaire) to divide their learning styles (either visual or auditory), and then were randomly assigned into one of four captioning groups: (1) no caption (NC), (2) full caption (FC), (3) full caption with highlighted target-word and L1 gloss (FCHTL1), and (4) only target-word with L1 gloss (OTL1). Further, participants watched two animations once and took a comprehension test and three vocabulary tests after watching each animation. The results showed that learning styles did affect comprehension of the content but did not affect vocabulary learning. Visual learners scored higher than auditory learners in the FCHTL1 and OTL1 conditions. Although vocabulary learning was not influenced by learning styles, it was significantly influenced by captioning conditions. Participants achieved notably higher in the FCHTL1 and OTL1 conditions than in the FC and NC conditions, suggesting that providing L1 glosses may have helped the vocabulary learning of the low-intermediate learners, regardless of their learning styles.

Aldera, A. S., & Mohsen, M. A. (2013). Annotations in captioned animation: Effects on vocabulary learning and listening skills. Computers & Education, 68, 60-75. doi:10.1016/j.compedu.2013.04.018
Ausubel, D. A. (1968). Educational Psychology: A Cognitive View: Holt, Rinehart and Winston, New York.
Barsch, J. (1991). Barsch learning style inventory: Academic Therapy Publications Novato, CA.
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtiling.
Cassidy*, S. (2004). Learning styles: An overview of theories, models, and measures. Educational psychology, 24(4), 419-444.
Daller, H., Van Hout, R., & Treffers‐Daller, J. (2003). Lexical richness in the spontaneous speech of bilinguals. Applied linguistics, 24(2), 197-222.
Daller, H., & Xue, H. (2007). Lexical richness and the oral proficiency of Chinese EFL students. Modelling and assessing vocabulary knowledge, 150-164.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal des traducteurs/Meta: Translators' Journal, 49(1), 67-77.
Dunn, R., Dunn, K., & Price, G. (1975). The Learning Style Inventory: Price Systems, Lawrence, KS.
Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The modern language journal, 74(3), 311-327.

Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
Fleming, N. D. (2011). Teaching and learning styles: VARK strategies: IGI global.
Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192. doi:10.1111/j.1467-8535.2009.01004.x
Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5-6), 567-589. doi:10.1080/09588221.2019.1577898
Hsu, L. (2016). An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900.
Hsu, T.-C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137-149.
Keefe, J. W. (1979). Learning style: An overview. Student learning styles: Diagnosing and prescribing programs, 1(1), 1-17.
Lee, C., Yeung, A. S., & Ip, T. (2016). Use of computer technology for English language learning: do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1035-1051.
Li, C. (2012). An investigation of Chinese students' learning styles at an English-medium university in mainland china. Theory and Practice in Language Studies, 2(1), 6.
Li, J., & Qin, X. (2006). Language learning styles and learning strategies of tertiary-level English learners in China. RELC journal, 37(1), 67-90.

Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning and Technology, 18(1), 118-141.
Montero Perez, M., Peters, E., & Desmet, P. (2014). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL: the Journal of EUROCALL, 26(1), 21.
Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26.
Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739. doi:10.1016/j.system.2013.07.013
Nation, I. S. (2001). Learning vocabulary in another language: Ernst Klett Sprachen.
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied linguistics, 30(4), 555-578.
Ocepek, U., Bosnić, Z., Šerbec, I. N., & Rugelj, J. (2013). Exploring the relation between learning style models and preferred multimedia types. Computers & Education, 69, 343-355.
Ouyang, J., Huang, L., & Jiang, J. (2020). The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study. Journal of Research in Reading.
Oxford, R. L., Holloway, M. E., & Horton-Murillo, D. (1992). Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom. System, 20(4), 439-456.
Paivio, A. (2014). Mind and its evolution: A dual coding theoretical approach: Psychology Press.
Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International journal of applied linguistics, 11(1), 1-20.
Perez, M. M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739.
Quinn, E., Nation, I. S. P., & Millett, S. (2007). Asian and Pacific speed readings for ESL learners. ELI Occasional Publication, 24, 74.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL quarterly, 21(1), 87-111.
Riechmann, S. W., & Grasha, A. F. (1974). A rational approach to developing and assessing the construct validity of a student learning style scales instrument. The Journal of Psychology, 87(2), 213-223.
Shadiev, R., Hwang, W.-Y., & Liu, T.-Y. (2018). Investigating the effectiveness of a learning activity supported by a mobile multimedia learning system to enhance autonomous EFL learning in authentic contexts. Educational Technology Research and Development, 66(4), 893-912.
Surjono, H. D. (2015). The effects of multimedia and learning style on student achievement in online electronics course. Turkish Online Journal of Educational Technology-TOJET, 14(1), 116-122.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50-73.
Weng, P.-S. (2012). The effect of learning styles on learning strategy use by EFL learners. Journal of Social Sciences, 8(2), 230.
Winke, P., Gass, S., & Syodorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86.
Wintergerst, A. C., DeCapua, A., & Verna, M. A. (2003). Conceptualizing learning style modalities for ESL/EFL students. System, 31(1), 85-106.