數位說故事在許多語言學習的研究已被證明是一種能實現語言學習自主的有效工具。然而之前的研究，著重為學生提供多媒體工具來輔助創作富想像力的故事，但數位說故事需具備的複雜性能力，對學生而言仍是一種具挑戰性的任務。具體來說，如缺乏適當的內容架構引導與外語口說而產生的焦慮，都會影響學生的自主學習行為和學習成效。此篇研究提出以探究式學習法來引導學習者自我探索內容，與創造具有主題架構的故事。除此之外，本研究主要探討團隊模式與個人模式對外語口說焦慮的影響，並以臉部表情當作主要的情緒分析工具。本研究實驗，包含55位的6年級小學生進行探究式數位英語說故事，其中28名學生使用個人模式，27名學生使用團隊模式，進而測試兩種模式在情緒歷程、知識成就、外語焦慮程度、自主學習能力的區別。其中情緒歷程是透過表情分析軟體來觀察學生在數位英語說故事的情感歷程。結果說明在知識測試，自主性學習，外語焦慮程度和學習投入程度等各方面評量上，團隊模式的學生表現皆優於個人模式的學生。

Digital storytelling has been proven by many research studies as an effective learning tool in achieving learner autonomy in language learning. However, the previous studies have focused on the providing students with authoring multimedia tools to unleash their imagination in creating stories, the complexity of the digital story construction is still challenging to students. Such as lacking an appropriate guidance and expressing an anxiety about speaking a foreign language will have a debilitating effect on students' autonomy and learning performance. Therefore, This study will introduce the inquiry-based learning strategy to stand learners in creating the construction of stories. In addition, the team based work was allowed to relieve the anxiety of those who concerned about their individual works being exposed to the whole class. An experiment comprised of 55 Grade 6 elementary students involving in an inquiry-based digital storytelling project, where 28 students are the individual group and 27 students are the team-based group, was conducted to examine the difference between learners' group types and their learning outcomes such as knowledge achievement, foreign language anxiety, and autonomy in language learning. The results revealed that the team-based group students outperform the individual group students in the knowledge test, the learner autonomy, and the foreign language anxiety levels.

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