英語教育就台灣這個島國而言有著多年的歷史，其影響的不止是溝通也影響著國人的國際觀視野，因此教育部將英語學習向下落實至國小三年級學童，無不是希望能讓學生及早接觸、認識與熟悉英語的使用，由EF(Education First)國際教育機構於2013年針對全球60個國家所進行的英語能力指標後發現，台灣的英語競爭力仍有很大的進步空間，而英語單字的字彙量與熟悉度卻是英語學習最基礎的門檻。經探究台灣英語相關研究後發現，有各式各樣的媒體應用在英語單字的學習上，多數研究結果表明，媒體的融入對於學習態度皆有正向的幫助，但在深入瞭解學習成就的表現後發現，多數研究者皆以補救教學之相關研究為主，但卻未針對一般學子的字彙學習進行研究探討。因此本研究試圖依據長期記憶中的程序性記憶相關理論及Felder and Silverman 學習風格理論中的循序型及綜合型的風格特色進行系統設計，希望能透過程序性反思引導模式的英語單字學習系統幫助國小學生有效的學習單字。為探討此學習模式的效益，另外開發一套非程序性反思引導模式的英語單字學習系統，比較兩種模式對於學生在英語單字學習成就上的幫助。本研究採準實驗設計法，將受測者依據系統的差異區分為實驗組與控制組。實驗組採用程序性反思引導模式英語單字學習系統，控制組則為另一套系統，實驗過後以成對樣本t檢定比較兩組在學習成就上的差異，分析結果發現兩套不同模式之系統對於學生的學習成就（包含聽力、語義、字形等）皆有明顯幫助；並以共變數分析(ANCOVA)比較兩組進步的差異，發現兩組的進步狀況相當，表示本研究所開發的兩套英語單字學習系統皆可有效幫助英語單字的學習，希望此研究結果能夠作為有意發展英語單字學習系統者的借鏡與與參考，一起努力建立有效的英語學習環境。

In Taiwan, English education has been carrying out for many years. It not only influences people’s communication but also the vision of the international perspective. Thus, the Ministry of Education implements English learning on the third grade of elementary school. The purpose is to let the students be familiar with the use of English as soon as possible. Referring to the EF(Education First) Proficiency Index, the competitiveness of Taiwan's English ability still needs to be improved and the basic skill of English learning is vocabulary. After exploring the English studies in Taiwan, researchers found that there are various media applications used in the study of English vocabulary. Most studies show that the integration of media has positive attitudes toward learning. After having a full understanding of the performance of learning achievement, the researcher of this study found that most researchers focus their studies on remedial teaching rather than on the general students in learning vocabulary. Therefore, this research attempts to the long-term memory in the memory based on the theory of procedural and Felder and Silverman learning style theory of sequential type and global style features integrated system design, hoping to help guide the students through the process of reflection patterns of English vocabulary learning system to learn words effectively. To study the benefits of this learning model, the researcher develop a set of non-procedural reflection to guide the mode of English vocabulary learning system, comparing the two models for students on English vocabulary learning achievements. This study was a quasi-experimental design method. The subjects on the basis of the different system are divided into the experimental group and control group. The experimental group procedural reflection the guided mode of English vocabulary learning system, and the control group was compared with another system. After the experiment, paired t test comparing the two groups on learning achievement, the analysis found that two different model systems for student achievement (including hearing, semantic, shape, etc.) are obviously helpful; and ANCOVA were compared progressive differences were found between the two groups is quite progressive condition, which means that in this study, the two models of English vocabulary learning system can be effective in learning English vocabulary. I hope this study can be used as a learning system to develop English vocabulary and learn from those with the reference, and along with efforts to establish effective English learning environment.

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