本研究目的在於探討有聲故事書對國中生英語閱讀能力與學習動機的影響。88位九年級學生隨機被分為實驗組與控制組，實驗教材為4則英文章節故事。首先，兩組皆以默讀方式閱讀前兩則故事；接著，實驗組搭配有聲書閱讀後兩則故事，而控制組仍以默讀方式繼續閱讀。閱讀活動前後，兩組學生接受全民英檢閱讀測驗，閱讀理解測驗及學習動機問卷作為成效評量工具。最後，實驗組學生進行回饋問卷調查，並從中隨機挑選6位學生做進一步訪談。
研究結果顯示：兩組學生英語閱讀能力皆有明顯的進步，而實驗組學生對故事閱讀理解力表現優於控制組。另外，實驗組學生的英語學習動機明顯增強，尤其以內在學習動機最為顯著。最後，無論學生英文程度高低，經過有聲書閱讀活動後，英語閱讀能力皆有明顯增長。英語程度低的學生故事重述內容幾乎等同於英語程度高的學生，同時有較高的意願想要閱讀更多的英文書籍。而英語程度高者的英語學習動機則顯著增加。
根據研究結果，本文建議有聲書應納入青少年英語閱讀教育中，以提升學生的英語閱讀能力及學習動機。另外，本研究也提供了英語教學實務建議以供英語教育人員與家長參考，並進一步指出未來相關研究可探討的方向。

This study aimed to investigate the effects of audio story books on junior high school students’ reading abilities and learning motivation. Eighty-eight ninth-graders were randomly assigned as Experimental and Control Group. The materials were four chapter stories. Both groups read the first two stories silently. Then, Experimental Group read the rest two stories with audio, while Control Group still read silently. GEPT reading tests, a learning motivation questionnaire, and reading comprehension tests were conducted in both groups. At the end of the study, students in Experimental Group answered a feedback questionnaire, and six of them were interviewed.
Some results were found in the study. Firstly, both groups achieved great improvement in reading proficiency. Also, Experimental Group performed better on reading comprehension post-test than Control Group. Secondly, students’ learning motivation increased after reading with audio story books, especially their intrinsic motivation. Thirdly, both proficient and less proficient learners in Experimental Group made progress in reading proficiency. Less proficient learners retold stories almost as well as proficient learners, and they showed more willingness to read English books. Meanwhile, proficient learners’ learning motivation increased significantly after reading with audio story books.
Derived from the findings, theoretical implications were presented for the incorporation of the audio books with EFL adolescent reading education to increase their reading abilities and learning motivation. Pedagogical implications were provided for education administrators, school authorities, teachers, and parents. Suggestions for further studies were also discussed.

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