本研究旨在探討輔以電子教科書的混合式學習:增進小學四年級學生之英語文字彙發展研究的效益。除此之外，文中亦探討學生在單字朗讀部分之準確度，並探究不同英語能力學生在英語文字彙學習及單字朗讀準確度表現之差異。而學生對自身英語學習能力所持態度與看法及對運用電子教科書教學之態度亦是本研究的重點。
此研究包括為期十二週的輔以電子教科書英語教學，筆試及口說測驗和兩份問卷調查。本研究的研究對象為台南市某公立國小四個四年級班級學生，共113位學童。教材為康軒英語電子教科書—Hello, Darbie! 4。為了使學生能積極參與學習，教師根據學生之上學期英語成績與筆試前測將他們分成具備英語學習能力低、中、高三組。每一課分配八節課，其教學步驟採第一、三、五、八節在原班教室上課與第二、四、六、七節在電腦教室操作電子書上課，兩種地點上課交替進行。學生先在原班教室接受由研究者設計之課堂單字教學，下一節至電腦教室先由教師說明當節之學習目標及學習範圍，並進行電子書學習內容複習、學習內容示範並說明如何完成當節指定學習單後，便交由學生個別操作電子書以學習老師示範之內容並完成指定學習單，然後於下課前十分鐘由老師執行學生個別驗收或倆倆驗收。在每課教學後，學生接受一小考以提供教師評量與修正教學。
量化資料的分析來自二次小考以及筆試和口試之前測、後測及延後測測驗。質化資料的分析來自問卷之開放問題。本研究之主要發現如下：
1. 整體而言，輔以電子教科書的混合式學習能顯著增進學生的英語文字彙學習，且研究結果顯示學生在字彙字形理解、聽力理解與單字意義理解等方面皆有顯著成效。然而，兩週後學生無法完全保留所學單字。
2. 此外，輔以電子教科書的混合式學習能顯著提升學生的單字朗讀準確度，且兩週後學生仍能維持正確朗讀的能力。
3. 不同英語能力的學生在英語字彙學習上有不同的表現。透過輔以電子教科書的混合式學習，低分組學生受益最多，其次為中分組，最後為高分組。以學習保留而言，只有低分組學生無法保留其所學單字；相反地，中、高分組仍可維持其學習成效。
4. 不同英語能力的學生在單字朗讀準確度上有不同的表現。透過輔以電子教科書的混合式學習，低分組學生受益最多，其次為中分組，最後為高分組。以學習保留而言，各組學生皆能保留其所學單字。
5. 輔以電子教科書的混合式學習並不能改善學生對英語學習及英語能力自評的態度。
6. 學生對運用電子教科書教學持正面的評價，而且認為此教學活動不僅能引起他們的學習動機，也有助於英語學習。
總結而論，本研究結果顯示輔以電子教科書的混合式學習可成為以英語為外語之學童學習英語字彙及正確朗讀英語單字的有力教學工具，此外學生對運用電子教科書教學也持正面態度。因此，本研究最後對以英語為外語並輔以電子教科書的混合式學習授課教師，以及未來研究方向提出建議。

Empowered by the Ministry of Education, English teachers in Taiwan are able to select textbooks from a list of approved publishers, and recently these publishers have begun to promote the use of electronic textbooks. This study thus aims to explore the effectiveness of learning vocabulary in an electronic textbook-assisted blended Learning (ETABL) environment to facilitate elementary fourth graders’ vocabulary development. The learning gains were investigated and compared for participants with high, mid and low English proficiency levels.
A mixed quantitative and qualitative methodology was used in this study. During the twelve-week study, 113 fourth-graders in an elementary school in southern Taiwan participated in the research, and they were divided into three groups—those with high, mid and low English proficiency. All the participants had a pre-test, a post-test, and a delayed test before and after the study to examine their knowledge of the target vocabulary. Moreover, they were also asked to complete two sets of questionnaires to investigate their attitudes and perceptions towards English learning, their own English competence and the use of the e-textbooks.
The data obtained from the study were analyzed from two perspectives. First, the quantitative data, the scores of the English vocabulary written and oral word reading tests, were collected, and the SPSS 17.0 system was applied to investigate any significant differences between the applications of the electronic textbooks. Second, the qualitative data, the responses and opinions to the questionnaire, were classified and described by the researcher to examine the participants’ attitudes, perceptions and motivations with regard to learning in an electronic textbook-assisted blended learning (ETABL) environment. The main findings are as follows:
1. As a whole, the electronic textbook-assisted blended learning (ETABL) significantly enhanced student’s vocabulary learning in the following aspects: vocabulary recognition, vocabulary listening comprehension and vocabulary meaning comprehension; however, these learning outcomes were not retained for most of the students.
2. In general, learning in an electronic textbook-assisted blended learning (ETABL) environment significantly enhanced student’s oral word reading accuracy, and this was retained two weeks after the instruction.
3. Learners with different English proficiency levels had different learning outcomes with regard to vocabulary learning. The low-EPL students saw the most learning gains, then the mid-EPL students, and lastly the high-EPL ones. With regard to vocabulary learning retention, the low-EPL students were the only ones who did not maintain vocabulary learning.
4. Learners with different English proficiency levels gained different learning outcomes with regard to oral word reading accuracy. The low-EPL students had the most learning gains, then the mid-EPL students, and lastly the high-EPL ones. Moreover, all the students maintained this learning outcome.
5. Learning in an electronic textbook-assisted blended learning (ETABL) environment did not improve the learners’ attitudes and perceptions towards their own English learning and self English competence.
6. Learners held positive attitudes towards the e-textbook integrated instruction; moreover, they thought the e-textbook instruction not only raised their motivation, but also facilitated their English learning.

In sum, this study indicates that the electronic textbook-assisted blended learning (ETABL) can be a powerful pedagogical method for EFL instructors to improve EFL young learners’ vocabulary learning. In addition, students held positive attitudes towards the e-textbook integrated instruction. The implications for the use of electronic textbook in the EFL classroom and further pedagogical implications and suggestions for future research are provided at the end of the study.

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