本研究旨在探討運用數位學習軟體「Quizlet」融入課程輔助教學並進行合作學 習之小組遊戲競賽的課程活動，對國中八級學生在英語科上的學習動機與學習成效 之影響。本研究採用前實驗研究法單組前後測實驗設計，以台南市某偏鄉國中八年 級男生 15 位、女生 12 位，合計共二十七名學生為研究對象，進行為期一學期實驗 教學，學習單元為為翰林佳音國中英語課本。在實驗教學後以「英語學習問卷」以 及第三次段考作為後測進行施測。並將測驗成績以無母數的 Wilcoxon 符號等級檢 定成對樣本差異分析。從分析的資料了解在課堂上運用數位學習軟體「Quizlet」融 入教學對學生在英語科學習產生的影響。研究結果發現:(一)數位學習軟體「Quizlet」 融入合作學習教學後，有助提升學生的英語學習動機。(二)數位學習軟體「Quizlet」 融入合作學習教學後，英語學習成效表現僅有高、中成就的學生有顯著差異。(三) 數位學習軟體「Quizlet」融入合作學習教學後，對於英語字彙僅有高成就的學生有 顯著差異。(四)學生對於使用數位學習軟體「Quizlet」融入合作學習教學，多持正 向積極的看法。

The study aims at investigating the influence of integrating Quizlet, the digital learning application, into class. It was integrated into class to assist teaching and was used as Teams-Games-Tournament (TGT) in a cooperative learning class.
The method of pre experimental design and one-group pretest-posttest were adopted in this study. Participants in the study consisted of 27 eighth-grade students in a junior high school in remote areas in Tainan City. The study lasted for a semester, and the learning content are from the textbook of Hanlin. After the experimental teaching, the questionnaire and the final exam are applied to the students to acquire the research data. The research data were analyzed through the Wilcoxon symbol level test. By analyzing the data, the researcher learned how Quizlet affected students’ English learning when integrated into teaching.
The finding of the research are as follows:
(1) Integrating Quizlet into cooperative learning was beneficial to promote students’ English learning motivation.
(2) After integrating Quizlet into cooperative learning in teaching, only high and intermediate achievers had distinctive differences in English learning achievement.
(3) After integrating Quizlet into cooperative learning in teaching, only high achievers had distinctive differences in English vocabulary learning.
(4) Students who experienced Quizlet held positive attitude toward integrating Quizlet into cooperative learning in class.

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