英語口說對於英語為外語（EFL）學習者較具挑戰性，原因與缺乏英語使用環境及練習機會不足有關聯。為改變英語口說的學習困境，臺灣各地方政府因應國家的雙語政策，開始推行內容與語言的整合學習（Content and Language Integrated Learning，以下簡稱CLIL），也就是以英語教授學科知識，使學習者沉浸在外語環境中，用英語解決真實情境的問題。然而過去有關CLIL的研究多在中低年級進行，且較少探討到學生問題解決等高層次思考能力。
科技融入教學增加學習者為中心的活動，像是讓學生錄製影片、製作簡報搭配口說報告等之數位多模態專題，除了製造學生應用英語的機會，還促進學生問題解決之高層次思考能力。
本研究旨在探討在CLIL情境下，國小六年級學生在健康課分別以錄製影片與製作簡報搭配口說報告兩種不同樣態呈現數位多模態專題，對於英語口說、學習動機、認知負荷及健康飲食知識之影響。本研究採用準實驗研究設計，實驗組學生以錄製影片的方式製作數位多模態專題，對照組則以製作簡報搭配口說報告的方式呈現數位多模態專題。研究結果顯示，實驗組學生口說表現顯著高於對照組，尤其在發音及流暢度方面，實驗組的後測表現相較於對照組進步更顯著；然而在文法及單字方面兩組則無顯著差異。另外，實驗組的學習動機顯著高於對照組，其中實驗組的外在動機相較於對照組改善更顯著，兩組的內在動機則無顯著差異。在認知負荷方面，實驗組心智負荷及心智努力皆顯著低於對照組。在健康飲食知識方面，實驗組與對照組的後測分數皆有顯著進步，顯示CLIL模式對學科領域學習無負面影響。根據此研究結果，在CLIL課程中融入數位多模態專題對於國小六年級學生的英語口說能力、學習動機、認知負荷以及健康飲食知識都有良好的影響，尤其是讓學生自行錄製影片。建議教師或未來研究者在CLIL健康課課堂中融入數位多模態專題製作，或是拓展至其他學科。

Due to the lack of English speaking environment and speaking practice opportunities, speaking is one of the most challenging skills for EFL learners. To overcome the speaking difficulties, the local governments have started implementing Content and Language Integrated Learning (CLIL) following the national bilingual policy. In a CLIL context, a subject is taught in English, so that learners can immerse themselves in an English-speaking environment, and solve problems in real-life contexts. However, previous studies about CLIL were mostly conducted in grades 1-4; moreover, higher-order thinking skills like problem-solving are rarely mentioned.
Integrating technology into instruction leads to a more learner-centered classroom. Students do digital multimodal projects such as recording videos and presenting oral presentations with slides, which creates chances to use English. On top of that, it develops students’ higher-order thinking skills like problem-solving.
The present study aimed to investigate the effects of implementing digital multimodal projects in a CLIL context on sixth graders' English speaking skills, motivation, cognitive load, and healthy eating knowledge. This quasi-experimental design was conducted to compare the effects of recording videos and presenting oral presentations with slides in a CLIL classroom. The experimental group students (n=29) recorded videos, and the control group students (n=28) presented oral presentations with slides. The experiment results showed that the experimental group achieved better on the English speaking test, especially pronunciation and fluency. However, there were no significant differences in grammar and vocabulary. Also, the experimental group significantly outperformed the control group in terms of learning motivation. Regarding learning motivation, compared to the control group, the experimental group had significant improvement in the aspect of extrinsic motivation. There were no significant differences in the aspect of intrinsic motivation. In healthy eating knowledge, both the experimental and control groups made significant progress in the post-test, indicating no detrimental effects on subject learning in CLIL instruction. According to the results of this study, implementing digital multimodal projects positively affected sixth graders' English speaking skills, motivation, cognitive load, and healthy eating knowledge, especially when students recorded videos by themselves. It is suggested that teachers or researchers could incorporate doing digital multimodal projects in CLIL health lessons, or other subject lessons.

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