第五章 結論與建議
第三節 未來研究方向
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第三節 未來研究方向
一、將多媒體標註平台從應用於國小階段學童之英語字彙學習，擴展到其它英語 學習階段學習者的字彙學習或英語文章的閱讀理解。
本研究中應用多媒體標註平台輔助國小學童進行英語字彙學習，建議可將研 究範圍擴增至其他階段學習者，例如中學或大專院校等學習者之英語字彙學習 上。此外，亦可從字彙學習擴展為英語文章的閱讀理解。
二、進一步發展獎勵機制作為課程預習平台，發展翻轉教學模式。
本研究所使用之系統除輔助課堂補充教材教學外，未來亦可做為課本內容的 預習平台，讓學生在家先透過平台進行單字認識及課文內容討論之預習，並可發 展平台的獎勵機制功能，鼓勵學生於課前預習。教師再於課堂上針對平台的討論 內容或提問進行引導教學，發展為翻轉教學模式。
三、延長實驗時間，探討學童在較長時間使用多媒體標註平台下對英語字彙學習 的影響。
本研究因時間限制未能進行長期字彙學習教學實驗，但外語學習者的字彙能 力需要較長時間的接觸和學習。 因而建議未來可延長實驗時間， 深入探討 WCRASMA 標註系統輔助學童英語字彙學習，在促進其英語字彙能力、英語字 彙保留程度與英語學習動機的影響。
四、結合眼動儀深入探討學童在採用不同多媒體標註系統輔以英語字彙學習時的 眼動歷程
本研究發現採用語音、文字及圖片標註功能進行合作式閱讀標註的實驗組 三，以及採用語音及圖片標註功能進行合作式閱讀標註的實驗組二學童，其英語 字彙學習成效及英語字彙保留程度皆優於採用語音及文字標註功能進行合作式 閱讀標註的實驗組一學童，但是無法得知學童如何藉由語音、文字及圖片標註彼 此之間的參照進行英語字彙學習。因此，未來可結合眼動儀分析採用不同多媒體 標註組合進行合作式閱讀標註學童的英語字彙學習眼動歷程差異，進一步分析學 童學習時眼動路徑對於學習所造成的影響。
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