本研究的主要目的是探討英語動畫對不同學習風格的國小五年級學生對新英語詞彙之影響。受測對象為79位新北市重慶國民小學五年級的學生。受測學生依據他們的學習風格被分為三組，分別為視覺學習者、聽覺學習者和動覺學習者。
依據受測學生在學使用的英語課本與主要學習的英語詞彙，研究者選擇兩集《粉紅豬小妹》作為教學媒材。受測學生在前要先進行前測，完成字彙課程與看完影片後，再進行後測。測驗包含兩個部分，分別為聽力測驗與閱讀測驗。根據量化分析的研究結果顯示，三種不同學習風格的學生，後測進步分數存在顯著差異。聽力測驗的後測進步分數沒有顯著差異。閱讀測驗的後測進步分數有顯著差異。
在完成詞彙課程後，受測學生要作答態度問卷。此問卷包括十四題選擇題和一題簡答題。每項選擇題包含四個項度，包括非常同意、同意、不同意和非常不同意。此外，受測學生要在簡答題寫下至少十個字，描述他們對此種教學方法的看法與建議。態度問卷的量化分析與質性分析結果顯示，大多數的受測學生對英語漫畫應用於詞彙課表現出積極的態度，但也有一些參與者表達了負面反饋，並對這種教學方法和詞彙課設計提出了一些建議。
總結，三種不同學習風格的國小五年級學生，都可以透過觀看帶有英語字幕的英語卡通影片學習新的英語詞彙。

This study investigated how English cartoons develop vocabulary mastery of students with different learning styles at elementary level. In the research, there were 79 fifth graders of elementary school from New Taipei City selected as the participants. They were divided into three groups according to their learning styles, visual, auditory and kinesthetic.
Based on the textbook used at school, there were two animated English cartoons, two episodes of Peppa Pig, used for vocabulary lessons. Participants were asked to take pre-tests and post-tests before and after watching the selected English cartoon videos. There were two sections involved in the tests, listening and reading sections. Overall, the results of the analysis from quantitative data indicated that there was a significant difference among the post-test improvement scores of three different learning styles. There was no significant difference among the post-test improvement scores on listening tests. In contrast, there was a significant difference among the post-test improvement scores on reading tests.
The participants answered the attitude questionnaires after completing all vocabulary lessons. The attitude questionnaires included fourteen multiple choices questions and one short answer question. There were four items for each multiple choice question, including strongly agree, agree, disagree and strongly disagree. For the short answer question, the participants were asked to write down at least ten words to describe their opinions on this instruction method. According to both quantitative and qualitative results of attitude questionnaire, most of the participants showed their positive attitude on applying English cartoons to vocabulary lessons while some of them expressed their negative feedbacks and provided some suggestions on this instruction method and vocabulary lesson design.
In conclusion, students at elementary level with all three different learning styles benefited from learning new vocabulary by watching subtitled English cartoon videos.

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