本研究主旨在收集一百名大學生的英語聽力觀點研究，這些學生藉由使用
Netflix、Disney+或 YouTube 等串連平台具有英語字幕作為學習工具來提升他們 的英語聽力能力。本研究共有三個研究問題:(1)大學生藉由具英文字幕影片 來提升英語聽力的動機是什麼?(2)大學生認為具英文字幕影片來提升英語聽 力的優點是什麼?(3)大學生認為具英文字幕影片來提升英語聽力的缺點是什 麼?為了回答研究問題，本研究使用了兩種研究方法，包括問卷調查以及半結 構式的訪談。研究問卷總共有二十五個項目，其中包括三個面向，動機、優勢 和劣勢。另一種研究方法是半結構式的訪談，利用開放式的問答訪問十一名學 生，了解學習者對藉由具英文字幕影片來提升英語聽力的看法。研究結果顯 示，大學生對藉由具英文字幕影片來提升英語聽力有著積極以及正向的看法， 並表示願意在日常生活中使用 Netflix、Disney+和 YouTube 等多媒體來提升他 們的英語聽力技能。本研究透過調查學生對影片字幕輔助英聽之看法，可對研 究文獻做出貢獻，希望也可以提供英語教師一些教學建議，及考慮將影片字幕 整合到英語聽力教材的出版商有所啟示。

The purpose of the present study aimed to collect data from university students using Netflix, Disney+, or YouTube series captions as learning tools to improve their English proficiency by themselves. There were three research questions in the study: (1) What are university students’ motivations for using video captions to learn EFL listening? (2) What are students’ perceived strengths of using video captions to learn EFL listening? (3) What are students’ perceived weaknesses of using video captions to learn EFL listening? To answer the research questions, the instruments included questionnaire and semi-structured interview. The questionnaire comprised three aspects with twenty-five items in total, which included motivation, strength, and weakness aspects; semi-structured interviews which used to deeply bring out learners’ perspectives toward using English captions in learning EFL listening. The findings of the current research reported that the university students had positive perceptions toward using captions to learn EFL listening skill and showed their willingness to use multimedia for fostering their EFL listening skill in daily life. It is expected to make contributions to the literature by investigating the perceptions, also the teaching implications provided which could hopefully benefit university professors, educators, and some publishers who would consider integrating video captions into EFL listening courses.

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