本研究之研究目的為: 一、檢測視聽投入是否增加台灣國中生之英語學習動機及字彙學習表現；二、檢測視聽投入之效果可否持續超過一個月。再者，本研究欲了解視聽投入如何影響台灣國中生之英語學習動機及字彙學習表現。共有三十名位於台北的國中生參與本研究，研究教材使用源於VoiceTube。研究參與者分別在實驗前、實驗結束後、實驗結束一個月後，填寫中文版本的動機問卷及參與字彙測驗，並在實驗結束後進行一對一訪談。以上為本研究之資料蒐集來源。
研究結果顯示，視聽投入對於內在動機、自我效能、整體學習動機、字彙學習表現，都有顯著學習成果，且此效果在實驗結束後，及實驗一個月後都達到顯著。除此之外，訪談內容指出，視聽投入教材有助於提升參與者之學習動機，而且參與者認為本實驗有助於其應用字彙於文章脈絡之中。最後，大多數參與者願意利用視聽投入教材學習英文，並更有機會將透過視聽投入之英文，運用於生活當中。

The purposes of the current study were twofold: (1) to examine whether audiovisual input can play an important role in enhancing learning motivation and vocabulary learning performance among EFL junior high school students in Taiwan and (2) to investigate whether the effect of audiovisual input can last for more than one month. Furthermore, the study wanted to understand how audiovisual input affects EFL learning motivation and vocabulary learning performance. A total of 30 junior high school students in Taipei participated in this study. The materials used for participants are from VoiceTube. The participants were asked to complete the same learning motivation questionnaires and vocabulary tests in Chinese not only before and after this program but also a month later after the program. Then, the one-on-one interviews were conducted after the program. All of the above were used as the source of data collection.
The results of the current study showed that there was a statistically significant increase in intrinsic motivation, self-efficacy, general learning motivation, and vocabulary learning performance not only right after but also a month after the program. Besides, the interview contents indicated that the participants were interested in the audiovisual input materials and felt motivated. In addition, the participants thought the program was helpful for them to apply the vocabulary in the context. Finally, most students were willing to learn English with audiovisual materials and were more likely to apply vocabulary from videos in their daily lives.

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