本研究旨在探討大學生參與為期一個月的「英文字彙記憶術課程」學習活動時，其學習風格、學習環境與學習成效之間的影響，以及學習成效(測驗成績、課程滿意度、課程參與度)之間的相關情形。因「英文字彙記憶術課程」強調記憶術策略對英文單字學習之重要性，故本研究之教材是運用心像和語音結合的關鍵字法(Keyword)編製而成
採用量化之「準實驗設計」，將126名受試者分為手機學習環境(實驗組)與傳統學習環境(對照組)，經由二因子變異數分析探討不同風格的學習者在運用手機簡訊或傳統紙本方式學習英文字彙成效上是否有交互作用，並以皮爾森相關分析了解學習成效之間的相關情形，最後再將受試者於量表填答之意見進行質化分析，研究結果顯示:
一、 手機與傳統學習環境的學生，其課程滿意度、課程參與程度沒有差別，但手機學習環境之學習者，其測驗成績得分較傳統學習環境學習者高。
二、 英文字彙記憶術課程適合所有學習風格類型之學習者進行學習，僅管各類型學習風格的學習者，在課程滿意度、課程參與度沒有差別，但偏向「反思觀察」之學習者，其對英文字彙記憶術課程感到越滿意，且對英文字彙記憶術課程參與度越高。
三、 以客觀評量方式測量學習成效，與主觀評量方式不具相關性
四、 學習者在課程參與程度越高，則對記憶術課程越感到滿意。
本研究依據以上研究結果提出建議以供教育研究者和有關當局、簡訊課程設計者與後續研究者之參考。

The main purpose of this study was to explore the effects of students’ learning styles, and learning environment on learning achievement, and the correlations among different learning outcome measurements for college students who participated in “English vocabulary mnemonic course”. The course was launched from April 2010 to May 2010 with one month duration, and since the study’s emphasis was on the importance of mnemonic techniques for students’ English vocabulary learning, the “keyword method” associated with acoustic and mental image in the materials were applied.
In this study, the author used quasi-experimental design and 126 subjects were divided into two groups: the mobile learnig environment (the experimental group) and the traditional learnig environment (the control group). The data were analyzed through 2-way ANOVA to view the difference of learning achievement between students learning with the text messages and with traditional materials and the effects of their learning styles. Further Pearson’s product-moment correlation was used to describe the linear realationships between different measurements of students’ learning achievement (posttest score, course satisfaction, and course participation). Finally, subjects’ qualitative opinions of the course and learning experiences were analyzed and the study results were revealed as the following:
(1)There were no significant differences in the course satisfaction and participation between the control and the experimental groups; however, the posttest scores for those learned in mobile environment are higer than those learned in the traditional environment.
(2) “English vocabulary mnemonic course”is appropriate for students with all types of learning styles. Even though the result revealed no differences in students’ course satisfaction and participation among those four learning styles, students with higher scores on “Reflective Observantion” would have higher levels of course satisfaction and preference to participate in this course.
(3)The objective learning achievement measure (posttest score) was not significantly correclated to any subjective evaluation measures (course satisfaction and participation).
(4) Students with higher levels of participation in the course, felt more satisfied with the experiences.
Finally, according to the results of the study, suggestions were provided for the education centers, and future researches.

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