研究的主要目的在於探討數位說故事對於學生之英文口說能力、溝通表達能力與創意思考能力之影響，並根據課室觀察及晤談資料探討影響數位說故事相關因素與對學習的幫助。本研究為前後測之準實驗設計，以臺南市某國民中學國中生二年級的兩個班級共54位學生為研究對象為研究對象，預計進行為期12週的實驗教學。自變項為教學策略，分別為傳統教學（對照組）及數位說故事教學（實驗組）；依變項為學生的英文口說能力、溝通表達能力以及創意思考能力。根據研究目的，研究工具為教師自編英文口說能力測驗、溝通能力量表與陶倫斯創造思考測驗語文版。資料分析方法採用one-way ANCOVA、MANCOVA。在實驗結束後，針對實驗組學生進行訪談來探討影響數位說故事教學的因素以及想法。主要研究結果發現如下：一、就英文口說能力而言，數位說故事教學組在英文口說能力後測顯著優於傳統教學組，英文口說分向度後測在發音、語調和流利度分向度上顯著優於傳統教學組，而正確度和適切性分向度上優於傳統教學組，但未達統計顯著性。二、就溝通表達能力而言，數位說故事教學組後測總分優於傳統教學組。三、就創意思考能力而言，數位說故事教學組後測總分優於傳統教學組，創意思考分向度後測在流暢、獨創、變通分向度上顯著優於傳統教學組。四、從訪談結果可知，影響數位說故事教學活動方面之相關因素有教學時程安排和同儕合作情形等，數位說故事教學活動對學生有幫助的部分為英文口說能力、溝通表達能力、創意思考能力、學習動機與資訊素養等。本研究說明研究限制，並予未來研究建議：包括探討單純數位說故事教學對英文口說能力之影響和進行頻率較高的研究。

SUMMARY
The purpose of this research was to investigate the effectiveness of different levels of instructional strategies (traditional instruction and digital storytelling instruction) on students’ (Junior High school students’) speaking ability, communication ability, and creative thinking ability. A pretest and posttest quasi-experimental design was used for this study. The participants were 54 eighth grade students in two classes. The independent variable was instructional strategy with two levels—traditional instruction and Digital storytelling (DST). The dependent variables were students’ speaking ability, communication ability, and creative thinking ability. One-way ANCOVA and MANCOVA , with pretest scores for the dependent variables as the covariates, was employed to examine whether there is a difference between the two research groups on the dependent variables. The main findings were as follows:
1. First, on speaking ability, the posttest scores of students who received digital storytelling teaching were significantly higher than students who received traditional instruction. Besides, the posttest scores subscale scores of students who received digital storytelling teaching were significantly higher on pronunciation, intonation and fluency , accuracy and appropriateness than students who received traditional instruction
2. For communication ability, the posttest scores of students who received digital storytelling teaching were significantly higher than students who received traditional instruction.
3. For creative thinking skills, the posttest scores of students who received digital storytelling teaching were significantly higher than students who received traditional instruction. Besides, the posttest scores subscale scores of students who received digital storytelling teaching were significantly higher on fluency, originality, and flexibility than students who received traditional instruction.
4. Fourth, we could conclude from the interviews that the factors affecting digital storytelling teaching included the course time and peer cooperation; the benefits of digital storytelling teaching included English course content, speaking ability, communication ability, creative thinking skills, learning motivation, and ICT skills.
5. This study provided the limitation of research and suggestions for future studying including the online meeting room for students and teachers and the frequency of the speaking class.

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