本研究旨在探討整合網路電話語音作業及角色扮演教學對以英語為外語之國中生英語朗讀流暢度的學習效益。除此之外，文中亦探討不同英語能力學生英語朗讀流暢度表現進步幅度之差異。
此研究包括為期一學期的角色扮演教學及網路電話語音作業、口說測驗和兩份問卷調查。本研究以台南市某公立國中兩班共66位七年級學生為研究對象，其中一班為實驗組，另一班為控制組。教材為翰林版國中英語第貳冊。為了使學生能積極參與學習及做角色扮演，教師根據學生前一學期之英語成績將他們分組。學生在每課的課文及對話授課完後即在家做電話語音作業，然後教師再挑選優秀的語音作業於課堂上播放並加以討論，最後再在課堂上分組做角色扮演。量化資料的分析來自口試之前、後測，及李克特(Likert)問卷。質化資料的分析來自問卷之開放問題。本研究之主要發現如下：
1.角色扮演教學及網路電話語音作業能顯著提升學生的朗讀與流暢度。實驗組的英語朗讀流暢度表現進步幅度明顯優於控制組。
2.依Rasinski (2003)的多元面向流暢度量表(Multidimensional Fluency Scale,簡稱為MFS) 的四個子項分數之分析顯示，實驗組學生在朗讀精確度的進步幅度未明顯優 於控制組之外，其餘在斷句、流暢度、速度各項之進步幅度均明顯優於控制組。
3.不同英語能力的學生之英語朗讀流暢度表現進步幅度無顯著差異。
4.實驗及控制兩組學生之英語朗讀流暢度之測驗分數無論是依多元面向流暢度量表(MFS)或依每分鐘正確閱讀字數(WCPM)評分，實驗組的進步幅度均明顯優於控制組。每分鐘正確閱讀字數(WCPM) 不失為一簡便又經濟之評量方式。
5.實驗組學生的英語學習態度實驗前後無顯著差異，但對角色扮演教學之喜好有顯著的增加。
6.學生自覺角色扮演教學使他們上課更專心，也更積極參與課堂活動。
7.學生自覺網路電話語音作業使他們更注意發音與語調，在這兩方面也更步。

總結而論，本研究結果顯示整合網路電話語音作業及角色扮演教學可視為一種有助於增進以英語為外語之國中學生的英語朗讀流暢度的教學活動，此外學生對角色扮演結合網路電話語音作業教學也能持正面態度。因此，本研究最後對以英語為外語的課堂教學中使用整合網路電話語音作業及角色扮演教學之教師，以及未來研究方向提出建議。

The purpose of this study is to investigate the effects of the VoIP voice assignments and role play instruction (VVA-RP) on EFL junior high school students’ oral reading fluency. It also attempts to compare the performance and the growth among students of different English proficiency levels on oral reading fluency.
This study is composed of one-semester’s VoIP voice assignments and role play instruction, oral reading fluency (ORF) assessments, and two questionnaire surveys. The subjects are 66 7th graders from two intact classes in a junior high school in Tainan City. One of the classes with 34 students is the experimental group. The other class with 32 students is the control group. The teaching material is their textbook. The materials for role play are from the dialogues and comics in the textbook. The materials for VoIP voice assignments are from the dialogues and readings in the textbook. In order to enhance their learning, cooperative learning is incorporated too. Students are heterogeneously grouped. First, the students do VoIP voice assignments individually at home, and then the teacher plays their recordings in class and discusses their performance. Then they do role play in pairs or in small groups in class. For data collection, the students are administered to do an oral reading fluency pretest and posttest using a one-minute probe. Their readings are recorded using the software Praat, and are to be rated by two junior high school English teachers and one native speaker of English with a Master’s degree in foreign language and literature. The recordings are scored in terms of Raniski’s (2003) MFS (Multidimensional Fluency Scale) and WCPM (words read correctly per minute). As for the data collected from the students’ responses to the questionnaires, they are analyzed both quantitatively and qualitatively. The major findings of this study are summarized as follows:
1.Under the proposed instruction, the experimental group made significantly more gains in ORF than did the control group.
2.In an analysis of students’ performance on the four dimensions of MFS, the experimental group outperformed in phrasing, smoothness, and pace, but not in accuracy.
3.The overall ORF gains among the three different EPL groups were not significantly different.
4.The ORF scores assessed either by MFS or WCPM are the same. The experimental group outperformed the control group significantly. In addition, in terms of either way of the assessments, the performances among the three different EPL groups were not significantly different. Therefore WCPM can be seen as an easy and effective way to assess ORF.
5.The findings suggest that the students’ learning attitudes toward English had not improved significantly but nearly so after the proposed instruction (t = -2.49, p=.06 >.05). Besides, their attitudes toward role play have significantly improved.
6.The students reported that they had become more concentrative in class and more active in participating in the classroom learning owing to role play.
7.Most students reported that they had paid more attention on pronunciation and intonation on account of VoIP voice assignments, and their pronunciation and intonation had become better accordingly.
To sum up, this study suggests that the VVA-RP instruction is effective to improve junior high school students’ oral reading fluency. Furthermore, the students held positive attitudes towards the proposed instruction. Hence, pedagogical implications and suggestions for future research are provided in the end.

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