故事時間是公共圖書館舉辦的一個活動，旨在幫助幼童培養識字能力並促進對閱讀的喜愛。在非英語國家進行英語故事時間也提供一個機會幫助兒童在英語環境中聆聽英語故事並享受學習。以英語為外語的學習者通常在學校開始用教科書學習英語，很少有機會接觸英語故事時間，其中包括故事書、童謠和用英語授課的主題相關的勞作等活動。過往的研究主要調查了成年人對(英語)故事活動的看法，包括講故事的人、父母或照顧者和圖書館館長。先前的研究也多關注講故事對學習成效的好處，例如閱讀和詞彙量。本研究特別關注兒童對通過故事時間學習英語的看法。本研究的目的希望藉此研究的結果，提供兒童的看法給說故事者、學校圖書館和老師們，讓故事時間變得更好，幫助兒童學得更好。本研究是在臺灣台北市一所公立小學進行英語故事時間的行動研究。透過問卷和訪談，收集質性和量化的資料。研究發現兒童會花額外的時間在補習班或一對一家教學習英語，但他們很少接觸到英語童謠和故事書。教師在英語學習中發揮著重要作用，但同伴影響並不顯著。在經歷了英語故事時間後，兒童認為故事時間能幫助他們學習英語，尤其是增強聽力和詞彙的一種方式。英語故事時間激發了他們的情境興趣，但培養獨立興趣需要時間。他們仍然要面對在學校學習英語的現實面。

Storytime is a program held in public libraries to help young children develop literacy skills and promote a love for reading. In non-native English-speaking countries, English Storytime also provides opportunities for children to listen to English stories and enjoy learning in an English-speaking environment. Young English as a Foreign Language (EFL) learners usually start learning English in school with textbooks and have limited access to English Storytime, which includes storybooks, nursery rhymes, and topic related art crafts related to specific topics, all instructed in English. Most previous researches on Storytime have focused on the perceptions of the perceptions of adults, such as storytellers, parents/caregivers, and library directors, and emphasized the benefits of storytelling on academic performance, such as reading and vocabulary. However, this study especially focuses on children’s perception of learning English through Storytime. The researcher aims to provide feedback to storytellers, libraries and school teachers to improve Storytime and enhance children’s learning experience. The study took the form of action research. The researcher conducted an English Storytime program in a public elementary school in Taipei, Taiwan. Both qualitative and quantitative data were collected to gain insights into the children’s experiences. The findings of the study reveal that young EFL learners spend extra hours learning English in cram schools or with one-on-one tutors, but they have limited exposure to English nursery rhymes and storybooks. While teachers play a crucial role in their English learning, Peer influence is not found to be significant. However, after experiencing English Storytime, the young EFL learners believe that Storytime helped them learn English, particularly in listening and vocabulary development. English Storytime also triggered situational interest but developing independent interest takes more time. Despite their positive experiences with Storytime, they still have to confront the reality of learning English in a school setting.

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