本研究的目的為探討（一）資訊融入教學對國中生英文閱讀理解學習之成效；（二）資訊融入教學對不同成就群學生在英文閱讀理解學習成效的差異；（三）實驗組學生對資訊融入教學之看法。本研究受測對象為66位來自台灣北部某公立國中兩個班的九年級學生。此兩個班隨機分配為接受資訊融入教學的實驗組和接受傳統教學的控制組。在資訊融入教學實驗前，所有學生先接受全民英檢初級閱讀能力測驗，並於教學實驗結束後接受另一次全民英檢閱讀能力測驗。實驗組隨即填寫問卷，並依照高低程度挑出八位學生接受訪談。控制組學生則未填寫問卷或參加訪談。
研究結果顯示，資訊融入教學對於國中生英文閱讀理解有正面之幫助。相較於前測成績，實驗組學生於後測成績有顯著之進步。但是實驗組和對照組的後測成績差異未達統計之顯著水準。此外，資訊融入教學對實驗組高分組和低分組的英文閱讀理解造成顯著之差異。然而，測驗分數顯示實驗組低分組進步幅度比高分組都高，尤其在克漏字測驗和閱讀理解測驗上面更是如此，推測低分組的分數由於起始分數較低，因而有較大的進步空間。問卷及訪談結果則顯示整體而言，國中生對資訊融入教學持肯定態度，顯示能提升其英語學習動機。根據研究結果及討論，國中英語教師可應用資訊融入教學在閱讀教學上，以幫助引起動機與提升閱讀理解。最後，希望此研究結果能對目前台灣國中英語教師未來閱讀教學有所助益。

This study investigates the effects of information technology integrated into instruction (ITI) on EFL reading comprehension of junior high students. To address the issue, three research questions were proposed, including (1) What are the effects of information technology integrated into instruction on EFL reading comprehension of junior high students? (2) What effects does information technology integration into English teaching have on students with different EFL proficiency? (3) What are junior high students’ perspectives for information technology integrated into English instruction? Sixty-six ninth graders from two different classes in a public junior high school in northern Taiwan were selected to participate in this research. Students in these two classes were randomly divided into the experimental group and the control group. The experimental group received ITI and the other group received traditional instructions. In the pre-experimental stage, the participants took a reading comprehension test of elementary GEPT (General English Proficiency Test). After the ITI treatment, they took another GEPT reading comprehension test. The completion of the reading comprehension test was then followed by a questionnaire administered to the experimental group. An interview was also held with the eight selected participants based on the proficiency levels.
Results indicated that ITI facilitated junior high school students’ EFL reading comprehension. The experimental group exhibited significantly better tests scores in the post-test than in the pre-test on the reading comprehension test, but the difference between the experimental and control groups was not significant. Furthermore, significant progress was found in both high and low achievers in the experimental group. However, greater progress shown in low achievers than in high achievers in the experimental group on the reading comprehension test indicated that ITI seemed to influence low achievers more positively, especially in the cloze test and reading comprehension. This was probably because low achievers started with lower scores, and thus had greater room to make progress. On the whole, participants held positive attitudes towards ITI in reading comprehension and their learning motivation was promoted after ITI. Based on the study results, it is advisable for junior high school teachers to apply ITI in teaching English reading to help motivate students and enhance their reading proficiency. Finally, it is hoped that the study results could provide EFL teachers in junior high schools with some insights into future reading instructions.

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