聽力是語言學習的基礎，然而卻也是語言學習者常感困難的技能之一。根據相關文獻指出，在英語課堂上有效利用YouTube可促進語言學習。因此，本研究旨在探討YouTube英語歌曲教學對國小學童之英語聽力及學習動機之影響。
本研究採用質性及量化的混和分析方式，受試者為台南市某一所國小的57位五年級學生，共兩班。其中一班被定義為實驗組，接受YouTube英語歌曲教學；另一班則為對照組，接受傳統式的英語歌曲教學，兩組的學生都要接受聽力的前測及後測。根據分析的結果，研究發現摘要如下︰
（一） 實驗組的學生聽力前後測成績有顯著差異，表示YouTube英語歌曲教學能增進學生之英語聽力理解。
（二） 除了聽力之外，許多學生表示此教學法幫助他們學到更多字彙，也能以更有效率的方式記憶新單字。
（三） 根據問卷調查及訪談結果，學生大致上同意此教學法使得英語課堂更為有趣，減少學習焦慮，學習動機也因此被提升了。
（四） 透過此教學法，學生亦培養了自主學習能力；大部分學生表示他們下課後仍會使用YouTube觀賞課堂上看過的音樂錄影帶或搜尋相關英語歌曲。
（五） 從受試者的回饋中，研究者發現進行YouTube英語歌曲教學時，必須審慎的選擇英語教學歌曲，才能有效達成教學目標。

本研究結果顯示YouTube可提供豐富且有意義的語言學習材料，幫助學生更投入於學習且有效提升學習動機；本研究的發現及教學活動設計亦可作為英語教師日後教學的參考，尤其是針對英語聽力，在學習過程中，YouTube英語歌曲教學能增進學生之英語聽力理解，且降低學習焦慮。

Listening is a basic language skill for communication, but commonly conceived as a difficult skill to acquire. Based on the literature, YouTube might be a beneficial tool used to advance language learning. Thus, this study aimed to investigate the effects of YouTube-based English song teaching on elementary school students’ listening comprehension and learning motivation.
Fifty-seven fifth-graders in an urban elementary school were selected for this study. Twenty-eight of them were defined as the experiment group, and the others were the control group. Both groups were asked to complete a pre-test and a post-test. Both quantitative and qualitative methods were applied to analyze the data. The quantitative data were analyzed with the independent sample t-test and paired sample t-test. As for the qualitative data, the reflections of the open-ended questions and the interview were analyzed with the inductive approach (Thomas, 2006). The major findings are as follows.
First, YouTube-based English song instruction enhanced the students’ listening comprehension. After the intervention, the experiment-group students had significant improvements in post-listening comprehension test. Besides listening comprehension, many students reported that this instruction helped them learn new words in a more efficient way due to the contextual and repetitive nature of the music videos of target songs. Moreover, the students’ learning motivation was enhanced, and the questionnaire and interviews showed that the students felt that the YouTube-based English song instruction made their English classes more interesting and relaxing. In addition, they felt the use of YouTube music videos in class could help them learn in a more natural way, and reduce their learning anxiety. Finally, the students’ autonomy was activated. They stated that they were also willing to use YouTube to watch music videos after English classes, and thus learned more on their own.
The results of this study imply that it is worth providing a technology-enhanced learning environment with rich authentic input to engage and motivate language learners. The findings also provide significant references for EFL instructors who would like to incorporate YouTube in their English teaching contexts, as well as for learners who want to advance their listening comprehension.

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