隨著英語學習的重要性及電腦輔助語言的興起，愈來愈多英語學習網站及軟體成立，以增加更多的英語學習機會。然而，在數以萬計的英語學習網站中，使用者欲選擇一個優良網站瀏覽便成了一項難題。有鑑於此，本研究旨在建構一套英語學習網站評鑑指標。為達該研究目的，研究設計分為三步驟：發展英語學習網站之草案評鑑指標；重整英語學習網站評鑑指標；完成英語學習網站評鑑指標。訪談及專家效度問卷。首先，藉由訪談的結果，建構初步的評鑑指標；再利用專家效度問卷調查，以獲得相關專家學者對此評鑑指標之共識，並進行信效度評估。經由質量資料的分析結果建構出「英語學習網站評鑑指標」，共涵蓋六大向度及四十八項指標：一般資訊（13）、一般英語學習（13）、聽力（4）、口說（7）、閱讀（5）與寫作（6）。上述的六大向度主要在評鑑網站內的基本訊息（如：網站編排、權威性、正確性）、一般的英語學習資料（如：英語學習內容、方法的陳述）及各別的語言學習技巧設計—聽、說、讀、寫（如：聽－語調適切性、說－會談技巧、讀－依文章特性分類、寫－討論區設置）。專家效度問卷顯示，本評鑑指標於四點量表中，具有3.70之代表性、3.58之重要性、內容效度為.94、專家信度為.72及因素效度為.97等結果皆為可接受之範圍。根據本研究的結論，希冀網站設計者及教師能藉由此套理論及實務為基的評鑑指標，建構更有品質的英語學習相關網站及課程。另外，學習者藉由此套評鑑指標的引導，能於資訊科技世界中更有效率及方便地習得英語相關知識。

　　Due to the importance of English learning and the significance of Computer Assisted Language Learning, more and more English learning websites and software have been developed to increase English learning opportunities. The diverse and vast quantities of English learning websites leave users with difficulty in choosing reliable ones to surf. Thus, the present study aimed to develop a set of evaluation criteria for English learning websites. A three-phase research design was employed to carry out the purposes of the study: (a) developing a draft version of criteria from a review of the literature, (b) reorganizing the criteria by conducting interviews, and (c) finalizing the criteria according to expert validity surveys. The finalized criteria have 48 items, including six different categories (# of items within the category)—general information (13), general English learning (13), listening (4), speaking (7), reading (5), and writing (6). These six categories are used in evaluating the different aspects of the English learning websites: the general information (e.g. its authority, accuracy, and format); overall materials about English learning (e.g. description of English learning content and approaches); the designs of individual language skills: listening, speaking, reading, and writing (e.g. suitable intonation, skills of discourse, classifying articles by their attributes, and discussion boards to improve writing skills). The evaluation criteria for English learning websites received 3.70 in representativeness and 3.58 in importance on a four-point Likert-type scale. In addition, there was .94 in Content Validity Index, .72 in Interrater Reliability, and .97 in Factorial Validity Index for the evaluation criteria of English learning websites. These results are in the acceptable range. It is hoped that teachers and web designers have a set of theoretical and specific criteria to use in developing reliable websites and English learning courses. Learners who have guidance can acquire knowledge effectively and conveniently in the E-world.

I. English Part
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