本研究旨在探討電腦多媒體融入高職三年級英語教學對學生學習動機之影響。研究方法採「準實驗研究法」,以彰化縣某高職三年級學生為研究對象,進行電腦多媒體英語教學,以東大出版社的職校英文第五冊為主要教材,加上兩份自編教材,共有六個單元內容,進行十週的教學研究。教學前,兩手且學生必須先接受「高職生英語學習動機量表」,其分數作為前測之用:教學結束後,兩組皆接受動機量表後測,實驗表且學生尚須接受「電腦多媒體英語教學後問卷」之施測,以了解受試者之感受。以SPSS for Windows 12.0中文版統計套裝軟體進行單因子共變數分析與相依樣本t檢定進行資料處理,同時配合觀察、訪談、教學日誌等質性資料進行討論。本研究獲得以下結論:一、實施電腦多媒體教學後對高職生學習動機的「學習態度」、「學習需求」、「自我效能」、「成就動機」、「總分」都有明顯提昇,在英語學習動機的「學習態度」表現, 顯著優於未接受電腦多媒體教學的控制組。二、實驗組學生對電腦多媒體教學多持肯定之態度,「遊戲」與「唱歌」是最受學生喜愛的教學活動,學生們不僅認為電腦多媒體教學對英語學習有所助益,且希望教師日後仍繼續實施此教學方式。
The conclusions of this study were as following: 1. There were significant differences in experimental group students on "learning attitude" ,"learning needs" ,"self-efficacy" ,"achievement motivation", and the "total scores" between their English learning motivation pretest and posttest. On the other hand, there was a difference significantly between the experimental group and the control group on "learning attitude" in English learning motivation, too. 2. The experimental group held positive attitude toward Computer-Multimedia Teaching. "Game Time" and "Singing Time" were students' favorite activities, and they considered Computer-Multimedia Teaching was a good way to learn English. The experimental group suggested teacher should using Computer-Multimedia Teaching in the future English class continuously. Finally, some suggestions for vocational high school English teachers were also provided.