隨著科技的發展，新科技在教育領域的應用越來越受到重視。本論文研究探討基於概念構圖(Concept mapping)的VR內容與語言融合學習模式 (Content and language integrated learning, CLIL) 是否可以提升EFL學生的英語學習成就。本研究採用準實驗研究方法，招募兩班大專學生48名學生，分配為實驗組和對照組，參與虛擬實境融合內容和語言的學習活動；實驗組在學習後，進行概念構圖整理組織所學習到的內容，對照組則參與一般虛擬實境內容與語言融合的學習活動，兩組所學習的均內容相同。在實驗研究的活動前後，兩組學生皆施予英語前後測和學習問卷，包括:學習動機、語言焦慮感和任務價值感，以及語言焦慮感。研究結果發現，在虛擬實境下進行融合內容和語言的教學模式下，再以概念構圖輔助學習，可以提升學生的英語閱讀表現、內在學習動機、批判性思考以及對於任務的價值感，然而加入概念構圖，並未增加學生的語言學習焦慮感。

With the advent of modern technology, integrating new technologies into education is gaining more traction. This research study is aimed to investigate the effect of a concept-mapping-based VR content and language integrated learning (CLIL) approach on EFL students’ English learning achievement. In this study, two classes of students at the tertiary level were recruited as the experimental group and the control group to participate in the virtual reality CLIL learning. Students in both groups were administered the pre- and post-tests of English and learning questionnaires, including motivation, language anxiety, and task value, prior to and after this experiment. The students in the experimental group learned with the concept mapping-based virtual reality CLIL mode, while those in the control group learned with the conventional virtual reality CLIL mode. The results of this study indicated that applying the concept mapping strategy to the virtual reality CLIL contexts enhanced students’ English reading performance, learning motivation, critical thinking, and task values more than the conventional virtual reality CLIL approach, while no significant difference was found between the students’ language learning anxiety of the two modes.

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