本研究旨在探討繪本教學(Storytelling)和持續默讀(Sustained Silent Reading)對於英語為外國語的兒童的英語習得、閱讀態度的改變，以及對繪本教學的看法。
本實驗為期九週，將176位國小三年級學生分成三組實驗組: 無默讀組(NO SSR)，紙本默讀組 (P-SSR)，和電子默讀組 (E-SSR)。實驗組由研究者本人授課，減少傳統的教科書課程授課時間，將挪出來的時間用來進行繪本教學和持續默讀活動。有兩個班級由另一位英語老師授課，進行傳統的教科書課程。這兩班也是研究者做自編單字測驗時的試驗組，在本研究中稱為試題試驗組(pilot group)。本研究使用語言測驗中心所研發的標準化測驗―小學英檢，和研究者自編的單字測驗作為前後測，用以評量學生的聽力、閱讀能力和單字習得的工具。此外，四份自編的問卷用來調查學生的學習背景、閱讀態度和對於繪本教學的看法。
實驗結果顯示:
1. 所有實驗組學生和試題實驗組學生在小學英檢測驗都有顯著進步，組間則無顯著差異。
2. 三組實驗組在聽力上有顯著進步，而試題實驗組則無顯著進步，四組間則無顯著差異。
3. 小學英檢測驗的閱讀理解部分，無默讀組(NO SSR)和電子默讀組(E-SSR)都有顯著進步，而紙本默讀組(P-SSR)和試題試驗組(Pilot group)則沒有達到顯著水準的進步。
4. 在小學英檢測驗的後測整體表現上，實驗組中，除了紙本默讀組(P-SSR)的低成就學生沒有顯著進步，所有實驗組的中程度和低成就學生都有顯著進步。試題實驗組(Pilot group)則沒有達到顯著進步。
5. 電子閱讀組(E-SSR)的低成就學生和非自願讀者在小學英檢和自編單字測驗中，比紙本閱讀組和無閱讀組的學生有更顯著的進步。
6. 英語繪本課程對於實驗組學生英語單字的習得。
7. 就小學英檢測驗整體表現而言，所有實驗組的中等程度和低成就的學生從英語繪本課程和持續默讀的獲益，相較試題實驗組(pilot group)接受一般傳統教科書教學的中等程度和低成就的學生來得更多。
8. 經過九週的故事繪本教學和持續默讀後，所有實驗組的學生在閱讀態度上都有顯著進步。學生對於英語繪本的看法呈現正面的回應。

本研究結果顯示，繪本教學和持續默讀可以有效增進英語為第二外國語的學童英語的習得和閱讀態度，研究者建議應將英語繪本納入國小英語課程。

This study aims to examine the partnership of storytelling and sustained silent reading on EFL children’s English acquisition and attitudinal change towards English reading, and storytelling.
A 9-week study was conducted with a total of 176 elementary third-graders divided into 3 groups: NO SSR (Sustained Silent Reading) group, Print-storybook SSR group (P-SSR), and E-storybook SSR group. Class instruction using storytelling and a different medium of SSR were practiced for P-SSR and E-SSR groups in addition to traditional textbook instruction. The other treatment group, NO SSR, did not have SSR treatment; instead, the children received regular textbook instruction. Two other classes (55 pupils) were taught by another English teacher followed the traditional textbook instruction, served as the pilot group. A standardized language test, GEPT-Kids, and a self-designed word recognition test were used as the pre-tests and post-tests to measure the participants’ listening and reading comprehension as well as vocabulary acquisition. Besides, four sets of questionnaires were designed to probe students’ learning background and attitudinal change after the treatment.
Results show that:
1. All the three treatment groups and the pilot group had significant improvement on GEPT Kids without significant differences in overall mean gains among the four groups.
2. The three treatment groups improved significantly in GEPT Kids listening comprehension, whereas the pilot group did not reach the significant level of improvement in listening comprehension, no significant difference in mean gain was found among the four groups.
3. In reading comprehension, the NO SSR and E-SSR groups also had significant gain in GEPT Kids reading comprehension, whereas P-SSR and the pilot group did not achieve significant level of improvement.
4. Middle and low achievers from the treatment groups improved significantly on post- GEPT Kids, except for the low achievers form the P-SSR and the pilot group.
5. Low achievers and reluctant readers from the E-SSR group made greater improvement in GEPT Kids and Word Recognition Test than their counterparts in the P-SSR and No SSR groups.
6. The story-based curriculum benefitted all the treatment groups children in vocabulary acquisition.
7. A story-based curriculum with SSR benefitted middle and lower achievers more than the pilot group that followed the school curriculum.
8. There was a significant attitudinal change toward reading and learning English in all the treatment groups after the story-based curriculum.

It is suggested that teachers comprise English storytelling as a part of English course to facilitate students' learning. Theoretical and pedagogical implications are discussed.

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