本研究旨在探討教師使用資訊科技進行英語教學，中學生使用資訊科技自主學習英語，中學生英語自我效能，以及英語學習成效各變項之現況；其次，分析教師使用資訊科技進行英語教學，中學生使用資訊科技自主學習英語，中學生英語自我效能，以及英語學習成效各變項之差異情形；分析教師使用資訊科技進行英語教學，中學生使用資訊科技自主學習英語，中學生英語自我效能，以及英語學習成效各變項之關係；最後，分析教師使用資訊科技進行英語教學，中學生使用資訊科技自主學習英語，中學生英語自我效能，以及英語學習成效各變項之預測情形。
為完成上述研究目的，本研究採問卷調查法進行研究資料之蒐集，研究參與之對象為433位國中學生。研究所得資料以描述性統計、變異數分析、相關分析與結構方程模式考驗各項假設。主要研究結果如下：
（一）目前在教育現場，英語教師除了電視牆或投影機為經常使用之資訊科技設
備外，使用其它科技設備進行教學並不多。而手機為學生最常用來學習英語的資訊科技設備。
（二）女性在學生科技學習、自主學習、英語自我效能及聽力成效上都顯著高於男性。另外，在資訊科技使用上，研究結果指出隨著年級增加，教師資訊科技融入英語教學的程度越低；然而，八年級學生使用科技自主學習英文的狀況最佳。隨著年級的增加，學習英語時間較長者、曾參加過英語檢定的學生無論在使用自主學習、英語學習成就上均顯著高於其他組別的學生。
（三）教師科技教學、學生科技學習、自主學習、英語自我效能，以及英語學習成就呈正向相關。教師科技融入英語教學程度較高時，學生越傾向使用科技自主學習英文，其英語自我效能較高，在學習成就上也有更好的表現。
（四）以SEM結構方程模式探討個變項之間的預測關係，結果顯示教師科技教學會影響學生使用科技自主學習英文的程度；而學生使用科技進行自主學習的情況則會透過英語自我效能而影響其英語學習成效。
本研究依據研究結果進行討論，並提供教育實務上、相關研究上的建議，供未來教育工作者、研究者參考。

The aim of the present study was to investigate the current state of ICT integrated English teaching in junior high school, students’ self-directed use of technology for English learning (hereafter self-directed learning), students’ English self-efficacy, and students’ learning achievement. A comparison of the differences between teacher ICT use in English teaching, students’ self-directed learning, students English self-efficacy, and students’ learning achievement has been conducted. Later on, the dynamic relationships between teacher ICT use in English teaching, students’ self-directed learning, students’ English self-efficacy, and students’ learning achievement have been analyzed through a range of statistical methods.

To achieve the purpose above, a survey research was conducted to gather essential quantitative data. In total, 433 junior high school students were recruited to participate in the study. Several statistical analysis methods were utilized throughout the study, including descriptive statistics, Analysis of Variance (ANOVA), analysis of correlation, and Structural Equation Modelling (SEM). The findings of this study were as follows:
1.Even though more than 50% of the participants reported that their teachers have used technology in English teaching every week, the technology device the teachers integrated into teaching was not varied. That is, TV/projector was the only device adopted in classroom. Differently, mobile phone was the technology device that the students used the most for their English learning.
2.Based on the findings, there were significant gender differences found in student ICT use, self-directed learning, English self-efficacy, and listening comprehension achievement. More specifically, scores of the female participants were statistically higher than those of the male participants. Moreover, the implementation of ICT in English teaching was less frequently in higher grade when compared to lower grade. Eighth graders did more self-directed learning by using technology when compared to other graders. Furthermore, students in higher grade who are with the experience of taking a proficiency examination and longer years of learning English tended to spent more time on using technology in self-directed learning and they are with higher English learning achievement.
3.There were positive relationships between teacher ICT use, student ICT use, self-directed learning, English self-efficacy, and learning achievement. That is, students tended to make use of technology for self-directed learning when the teachers integrated technology more in teaching.
4.Structural equation modeling (SEM) was the analysis method that the researcher used to estimate the relationships between varibales. The results showed that self-directed learning and English learning achievement can be predicted by English self-efficacy.

Some important pedagogical implications and suggestion for future studies are drawn from research findings.

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