英語溝通能力被視為是二十一世紀中需具備之基本能力。一般而言，語言的學習可分為聽說讀寫四項基本技能，但就語言的實際應用層面而言，「聽說」能力才是實際能夠運用語言來溝通與表達的關鍵。在學習語言之中，最能夠強化聽說能力的關鍵因素便是「環境」。然而以台灣而言，生活中相當欠缺讓學生實際融入於英語的情境。但由於現今電腦及多媒體科技的進步，提供了學生以多媒體輔助語言學習的絕佳方式。本研究以多媒體輔助英語教學為發想，以多媒體認知理論與認知負荷理論為本，更進一步結合學習風格理論將學生依照其個人學習風格分為「主動型」與「反思型」兩類，結合智慧型手機以驗證不同之中英文過濾字幕機制學習策略對於兩種不同風格之學生其練習英文聽力之影響。研究採用準實驗設計，比較使用「難字英文字幕過濾策略」（實驗組1）、「全英文字幕過濾策略」（實驗組2）與「難字中英文字幕過濾策略」（控制組）的學生，在認知負荷、學習動機、學習焦慮、科技接受模式、學習模式滿意度及學習愉悅性等方面之學習成效。同時，本研究亦進一步探討「主動型」及「反思型」兩種不同學習風格的學生，在導入此三種不同的中英文字幕過濾機制下，學習成效有無異同。由實驗結果顯示，在心智努力方面，學習策略與學習風格中有交互作用；經由分析結果顯示，觀看難字英文過濾字幕，對反思型學生所造成的心智努力顯著高於主動型的學生。另外，實驗組2之學習動機顯著高於控制組，也就是說，提供學生難字英文過濾字幕比提供學生中英文字幕在英聽練習時更能增加學生的學習動機；同時，實驗結果也顯示，在進行學習活動後，所有學生的學習焦慮都降低，且實驗組1的學習焦慮顯著比實驗組2更低。在學習風格方面，反思型的學生其認知負荷顯著高於主動型學生；同時，主動型的學生在學習愉悅性也顯著高於反思型學生。由本研究的結果可以獲知，未來教師在實際教學現場除了結合有效的學習策略外，也應該將學生本身的學習風格納入考慮；若能將兩者搭配完善，相信更能大幅提升學生之學習成效，且更能符合現今強調之差異化教學精神。

English communication ability has been regarded as one’s must-have skill in the twenty-first century. In general, language learning can be divided into four basic skills, namely, reading, listening, speaking and writing. Among the four skills, the key element to successfully putting language into practical use is the listening and speaking ability. When it comes to language acquisition, the most critical factor is "environment." However, there is no such real environment in English provided in Taiwan. Fortunately, thanks to the cutting-edge computer and multimedia technology, it provides a great way to assist students in language learning.
The study combined CALL (Computer-Assisted Language Learning), CTML (Cognitive Theory of Multimedia Learning), CLT (Cognitive Load Theory), and learning style theory. According to students’ individual learning styles, they can be categorized into "active" and "reflective". The research verifies the impact of using smartphones with different movie subtitles/captions filtering mechanism during English listening practice.
The study used a quasi-experimental design to compare the learning effect in cognitive load, learning motivation, learning anxiety, technology acceptance mode, learning satisfaction and enjoyment among the 3 different groups of students who use "Partial English captions filtering mechanism " (experimental group 1), "Full English captions filtering mechanism" (experimental group 2) and "Partial English captions filtering mechanism with Chinese subtitles" (control group) respectively. The study further explores the learning effect between the two different learning styles of students.
The results show that in terms of mental efforts, it has interaction in learning strategies and learning styles. Compared with the control group, the results of the experimental group 2 is significant higher in learning motivation, and lower in learning anxiety. Moreover, the results show that after the listening practice, all students’ learning anxiety become significantly lower. The results of the experimental group 2 is particularly lower than the experimental group 1 in learning anxiety. On the other hand, in terms of learning styles, reflective-style students’ cognitive load is significantly higher than active-style students; moreover, active-style students’ learning enjoyment is significantly higher than those reflective-style students. Therefore, if teachers consider student’ learning styles in adopting or developing effective leaning strategies in the future, students’ the learning performance could be further improved.

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