本研究旨在探討英語繪本融入教學對偏鄉國小學童英語識字能力與學習態度之影響，並從閱讀理解發展理論觀點分析學生之學習歷程與成效。研究場域為桃園市復興區一所偏遠地區國民小學，以四位六年級學生為研究對象，採行動研究法進行為期八週、共十六節課之英語繪本教學。

研究者依據學生能力差異分為加強組與積極組，並結合互動式朗讀、圖像引導、5W1H提問、閱讀護照、遊戲式活動及平板查字等閱讀理解策略進行教學。資料蒐集包括英語識字前後測、學生訪談、閱讀護照、教師札記及課堂觀察紀錄，並以質量並重方式進行分析。

研究結果發現：（一）英語繪本能有效提升偏鄉學童之學習動機與課堂參與意願，降低其面對英語學習之焦慮感；（二）加強組學生在英語識字表現上有明顯進步，積極組學生則展現在閱讀理解、策略運用與學習參與層面的深化成長；（三）學習態度在教學介入與學習成效之間具有重要中介作用，當學生建立成功經驗後，其學習投入程度亦隨之提升；（四）圖像引導、互動式朗讀與5W1H提問等閱讀理解策略，有助於學生由單字辨識逐步發展至文本理解；（五）偏鄉學生之英語學習仍受到家庭支持不足、英語使用情境缺乏及口說焦慮等因素影響。

綜合而言，英語繪本不僅有助於提升偏鄉學童之英語識字能力，更能透過多模態文本與閱讀理解策略支持學生建立閱讀信心、提升學習態度，並促進其閱讀理解能力之發展。本研究結果可作為偏鄉英語教學、英語繪本應用及閱讀理解策略設計之參考。

The purpose of this study was to investigate the effects of integrating English picture books into English literacy instruction for rural elementary school students and to examine students’ learning processes from the perspective of Reading Development Theory. An action research approach was adopted in a remote elementary school in Fuxing District, Taoyuan City, Taiwan. Four sixth-grade students participated in an eight-week instructional program consisting of sixteen lessons.

Based on students’ learning characteristics and English proficiency levels, participants were grouped into a support group and an advanced group. The instructional design incorporated interactive read-aloud activities, picture-supported learning, 5W1H questioning strategies, reading passports, game-based activities, and tablet-assisted vocabulary inquiry. Data were collected through pre- and post-literacy assessments, student interviews, reading passports, teacher journals, and classroom observations. Both qualitative and quantitative data were analyzed.

The findings revealed that: (1) English picture books effectively enhanced students’ learning motivation, classroom participation, and willingness to engage in English learning while reducing learning anxiety; (2) students in the support group demonstrated significant improvement in English literacy performance, whereas students in the advanced group showed greater development in reading comprehension, strategy use, and learning engagement; (3) learning attitude served as an important mediating factor between instructional intervention and learning outcomes; (4) reading comprehension strategies, including picture support, interactive read-aloud activities, and 5W1H questioning, facilitated students’ progression from word recognition to text comprehension; and (5) rural students’ English learning remained constrained by limited family support, insufficient opportunities for authentic English use, and speaking anxiety.

Overall, English picture books not only contributed to the improvement of English literacy among rural elementary students but also supported the development of reading confidence, positive learning attitudes, and reading comprehension through multimodal learning experiences. The findings may serve as a reference for rural English education, picture book-based instruction, and reading comprehension strategy design.

英文文獻列表
Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American College of Clinical Pharmacy, 4(10), 1358–1367.
August, D. (2003). Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practices.
Avison, D. E., Lau, F., Myers, M. D., & Nielsen, P. A. (1999). Action research. Communications of the ACM, 42(1), 94–97.
Ayu, M., Diem, C. D., & Vianty, M. (2017). Secondary school students’ English literacy: Use of interactive read aloud instructional strategy. International Journal of Applied Linguistics and English Literature, 6(7), 292–299.
Bhalla, S., Bahar, N., & Kanapathy, K. (2023). Pre-testing semi-structured interview questions using expert review and cognitive interview methods. International Journal of Business and Management, 7(5), 11–19.
Bhattacharya, A. (2014). Children and adolescents from poverty and reading development: A research review. Poverty and Literacy, 7–31.
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. Handbook of Child Psychology, 1.
Cairney, T. H., & Munsie, L. (1995). Parent participation in literacy learning. The Reading Teacher, 48(5), 392–403.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
Ceyhan, S., & Yıldız, M. (2021). The effect of interactive reading aloud on student reading comprehension, reading motivation and reading fluency. International Electronic Journal of Elementary Education, 13(4).
Chansa-Kabali, T., & Westerholm, J. (2014). The role of family on pathways to acquiring early reading skills in Lusaka’s low-income communities. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, (1).
Chen, G. (2023). A qualitative exploration of game-based activities in picture book reading: Voices and practices from bilingual kindergartens in China. Asian J. Educ. Soc. Stud, 49(2), 15–25.
Chen, M., & Lu, J. (2023). The Role of Format Familiarity and Word Frequency in Chinese Reading. Journal of Eye Movement Research, 16. https://doi.org/10.16910/jemr.16.4.5
Chen, T.-I., Chung, H.-C., & Lin, S.-K. (2023). The Effect of Applying Language Picture Books in Reciprocal Teaching on Students’ Language Learning Motivations. SAGE Open, 13(4). Scopus. https://doi.org/10.1177/21582440231218857
Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145–149. Scopus. https://doi.org/10.1177/002221948401700304
Deacon, S. H., Mimeau, C., Levesque, K., & Ricketts, J. (2024). Testing mechanisms underlying children’s reading development: The power of learning lexical representations. Developmental Psychology.
Doehring, P. (2021). Learned helplessness. In Encyclopedia of Autism Spectrum Disorders (pp. 2658–2661). Springer.
Dolean, D., Melby-Lervåg, M., Tincas, I., Damsa, C., & Lervåg, A. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, 63, 101218.
Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48–63.
Elliot, J. (1991). Action research for educational change. McGraw-Hill Education (UK).
Endow, T. (2021). Learning and language english as medium of instruction in low-cost private schools. Economic and Political Weekly, 56(13), 57–64. Scopus.
Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364.
Feller, D., Talwar, A., Greenberg, D., Kopatich, R., & Magliano, J. (2023). Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers. Journal of Research in Reading, 46. https://doi.org/10.1111/1467-9817.12426
Fisher, D., & Frey, N. (2009). Background knowledge. The Missing Piece of the Comprehension Puzzle.
Gay, B., Sonnenschein, S., Sun, S., & Baker, L. (2021). Poverty, parent involvement, and children’s reading skills: Testing the compensatory effect of the amount of classroom reading instruction. Early Education and Development, 32(7), 981–993.
Geva, E. (2006). Second-language oral proficiency and second-language literacy. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, 123–139.
Ghosn, I. (2013). Humanizing teaching English to young learners with children’s literature. Children’s Literature in English Language Education Journal, 1(1), 39–57.
Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55, S131–S144.
Guiller Marila. (2023). The  Read Adventure – Assessment of Learners’ Needs in Reading Literacy and Comprehension. Asian Journal of Community Services, 2(9), 743–750. https://doi.org/10.55927/ajcs.v2i9.5919
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. New York.
Hammer, C. S., Miccio, A. W., & Wagstaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers’ developing English literacy abilities.
Hartley, J. (2004). What is a case study. Essential Guide to Qualitative Methods in Organizational Research, 323.
Hawken, L. S., Johnston, S. S., & McDonnell, A. P. (2005). Emerging literacy views and practices: Results from a national survey of Head Start preschool teachers. Topics in Early Childhood Special Education, 25(4), 232–242.
Herring, W. A., Bassok, D., McGinty, A. S., Miller, L. C., & Wyckoff, J. H. (2022). Racial and socioeconomic disparities in the relationship between children’s early literacy skills and third-grade outcomes: Lessons from a kindergarten readiness assessment. Educational Researcher, 51(7), 441–450.
Hogan, T., Bridges, M. S., Justice, L. M., & Cain, K. (2011). Increasing higher level language skills to improve reading comprehension.
Hsiu-Chih, S. (2008). The value of English picture story books. ELT Journal, 62(1), 47–55.
Joseph, V., & Khan, N. (2020). Digital Literacy Tools to Enhance English Reading and Writing Skills: A Detailed Literature Review. Global Language Review, V, 21–33. https://doi.org/10.31703/glr.2020(V-III).03
Kainz, K., & Vernon-Feagans, L. (2007). The ecology of early reading development for children in poverty. The Elementary School Journal, 107(5), 407–427.
Kamal, A., Amjad, N., Yaqoob, U., Saud, N., Ijaz, M., Khan, I., & Andualem, M. (2022). Role of socioeconomic and parental involvement factors on children foundational learning skills based on MICS (2017–2018) data Punjab, Pakistan. Scientific Reports, 12(1), 10313.
Kamal, S. (2019). Developing EFL Learners Vocabulary by Reading English Comprehension in EFL Classroom. International Journal of English Language and Literature Studies, 8, 28–35. https://doi.org/10.18488/journal.23.2019.81.28.35
Kochiyama, A. (2016). Teaching English with picture books: Current challenges and possible solutions in English education in Japan. International Journal of Education, 9(1), 38–44.
Kovač, S. N. (2016). Picturebooks in educating teachers of English to young learners. CLELEjournal–Children’s Literature in English Language Education, 4(2), 6.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and Language Pedagogy: The State of the Art, 12(3), 409–431.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. (No Title).
Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia-Social and Behavioral Sciences, 70, 709–714.
LAW II, F., Mahr, T., Schneeberg, A., & Edwards, J. (2017). Vocabulary size and auditory word recognition in preschool children. Applied Psycholinguistics, 38(1), 89–125.
Lee, J., & Schallert, D. L. (2016). Exploring the reading–writing connection: A yearlong classroom‐based experimental study of middle school students developing literacy in a new language. Reading Research Quarterly, 51(2), 143–164.
Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453–479. Scopus. https://doi.org/10.1177/1468798411416581
Lekawael, R. F., & Ferdinandus, M. S. (2021). INVESTIGATING UNDERGRADUATE STUDENTS’PERCEPTIONS OF EXTENSIVE READING TOWARD THEIR VOCABULARY MASTERY IN ENGLISH DEPARTMENT OF PATTIMURA UNIVERSITY AMBON. English Review: Journal of English Education, 9(2), 345–354.
Lennon, C., & Burdick, H. (2004a). The lexile framework as an approach for reading measurement and success. Electronic Publication on Www. Lexile. Com.
Lennon, C., & Burdick, H. (2004b). The lexile framework as an approach for reading measurement and success. Electronic Publication on Www. Lexile. Com.
Lewin, K. (1951). Field theory in social science: Selected theoretical papers (Edited by Dorwin Cartwright.).
Li, C., Ma, Z., & Xi, X. (2021). Exploring the development of early reading literacy and story narrative among young children. Journal of Chinese Writing Systems, 5(3), 195–204. Scopus. https://doi.org/10.1177/25138502211020131
Light, I. (2014). Transnationals in an English-speaking world. International Journal of Entrepreneurship and Small Business, 23(1–2), 10–26.
Liu, Z.-Y., Shaikh, Z. A., & Gazizova, F. (2020). Using the Concept of Game-Based Learning in Education. International Journal of Emerging Technologies in Learning, 15(14).
Lohfink, G. (2015). Struggling readers’ “noticings” to make meaning of picture books. Open Communication Journal, 9, 12–22. Scopus. https://doi.org/10.2174/1874916X01509010012
Lu, Y. (2018). INFLUENCE OF CULTURAL BACKGROUND KNOWLEDGE ON ENGLISH READING (p. 50). https://doi.org/10.26480/icecsd.01.2018.46.50
Lugossy, R. (2006). Browsing and borrowing your way to motivation through picture books. Picture Books and Young Learners of English, 23–34.
Luo, R., Tamis‐LeMonda, C. S., & Mendelsohn, A. L. (2020). Children’s literacy experiences in low‐income families: The content of books matters. Reading Research Quarterly, 55(2), 213–233.
Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English Language and Literature (RJELAL), 3(1), 91–96.
Marks, R. A., Kovelman, I., Kepinska, O., Oliver, M., Xia, Z., Haft, S. L., Zekelman, L., Duong, P., Uchikoshi, Y., & Hancock, R. (2019). Spoken language proficiency predicts print-speech convergence in beginning readers. NeuroImage, 201, 116021.
Moneba, A.-J. N., & Lovitos, A. H. R. (2024). Reading attitude and learning motivation as predictors of reading comprehension. Asian Journal of Education and Social Studies, 50(4), 185–199.
Montag, J. L. (2019). Differences in sentence complexity in the text of children’s picture books and child-directed speech. First Language, 39(5), 527–546. Scopus. https://doi.org/10.1177/0142723719849996
Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The words children hear: Picture books and the statistics for language learning. Psychological Science, 26(9), 1489–1496. Scopus. https://doi.org/10.1177/0956797615594361
Mourão, S. (2013). Understanding response to picturebook.
Nation, I. S., & Nation, I. (2001). Learning vocabulary in another language (Vol. 10). Cambridge university press Cambridge.
Öksüz, H. İ., & Yıldırım, K. (2025). Overcoming Reading Difficulties with Reading Fluency Strategies in the Turkish Language: Evidence from a Transparent Orthography. Reading Psychology, 46(2), 171–194.
Oktarina, S. (2025). The effectiveness of using picture book to motivate students especially young learners in reading. Yavana Bhasha: Journal of English Language Education.
Olagbaju, O., & Olaniyi, O. O. (2023). Explicit and differentiated phonics instruction on pupils’ literacy skills in gambian lower basic schools. Asian Journal of Education and Social Studies, 44(2), 20–30.
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37.
Peters, E. (2012). The differential effects of two vocabulary instruction methods on EFL word learning: A study into task effectiveness. International Review of Applied Linguistics in Language Teaching, 50(3), 213–238. https://doi.org/doi:10.1515/iral-2012-0009
Qi, W., & Jiang, Y. (2021). Use of a graphic organiser as a pedagogical instrument for the sustainable development of efl learners’ english reading comprehension. Sustainability (Switzerland), 13(24). Scopus. https://doi.org/10.3390/su132413748
Quinn, J., Wagner, R., Petscher, Y., & Lopez, D. (2014). Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Child Development, 86. https://doi.org/10.1111/cdev.12292
Qunayeer, H. (2021). An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners. Advances in Language and Literary Studies, 12, 59. https://doi.org/10.7575/aiac.alls.v.12n.2.p.59
Rahul, D., & Ponniah, R. J. (2020). Understanding the robustness of incidental vocabulary acquisition through reading: Qualitative insights from biolinguistics. Rupkatha J. Interdiscip. Stud. Humanit, 12, 1–12.
Rasul, S., Bukhsh, Q., & Batool, S. (2011). A study to analyze the effectiveness of audio visual aids in teaching learning process at uvniversity level. Procedia-Social and Behavioral Sciences, 28, 78–81.
Sabatini, J. P., Sawaki, Y., Shore, J. R., & Scarborough, H. S. (2010). Relationships Among Reading Skills of Adults With Low Literacy. Journal of Learning Disabilities, 43(2), 122–138. https://doi.org/10.1177/0022219409359343
Safadi, E., & Rababah, G. (2012). The effect of scaffolding instruction on reading comprehension skills. International Journal of Language Studies, 6(2), 1–38.
Seçkin Yilmaz, Ş., & YAŞAROĞLU, H. (2020). Investigating of Reading, Vocabulary Knowledge and Verbal Memory Performances of Students with Learning Disabilities. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi. https://doi.org/10.30964/auebfd.588849
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445–460.
Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Solikhah, I. (2018). INSUFFICIENT PREPARATION OF TEACHING READING: WHAT SHOULD TEACHER CHALLENGE? IJOLTL: Indonesian Journal of Language Teaching and Linguistics, 3, 71. https://doi.org/10.30957/ijotl-tl.v3i3.499
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., Tardif, T., Li, H., Liang, W., Zhang, Z., & Shu, H. (2015). Tracing children’s vocabulary development from preschool through the school-age years: An 8-year longitudinal study. Developmental Science, 18(1), 119–131. https://doi.org/10.1111/desc.12190
Stauss, K., Koh, E., Johnson-Carter, C., & Gonzales-Worthen, D. (2021). OneCommunity Reads: A model for Latino parent-community engagement and its effect on grade-level reading proficiency. Education and Urban Society, 53(4), 402–424.
Stephens, J. (1989). Language, discourse, and picture books. Children’s Literature Association Quarterly, 14(3), 106–110.
Stewart, J., Gyllstad, H., Nicklin, C., & McLean, S. (2024). Establishing meaning recall and meaning recognition vocabulary knowledge as distinct psychometric constructs in relation to reading proficiency. Language Testing, 41(1), 89–108.
Strasser, J., & Seplocha, H. (2007). Using picture books to support young children’s literacy. Childhood Education, 83(4), 219–224.
Sturges, M., Bhamani, S., & Hasnain, A. (2021). Exploring Parental Attitude and Practices towards Story Book Reading. JECCE, 5(2).
Sun, C., Hussain, N., & Abd Ghafar, A. (2025). Relationship between natural environment theme picture book design and children’s cognitive development: A systematic review. Cogent Arts and Humanities, 12(1). Scopus. https://doi.org/10.1080/23311983.2025.2451499
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391.
Therrien, W. J., & Kubina Jr, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41(3), 156–160.
Tien, C.-Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching.
Tourangeau, R. (1984). Cognitive sciences and survey methods. Cognitive Aspects of Survey Methodology: Building a Bridge between Disciplines, 15, 73–100.
Tunmer, W. E., & Herriman, M. L. (1984). The development of metalinguistic awareness: A conceptual overview. Metalinguistic Awareness in Children: Theory, Research, and Implications, 12–35.
Uematsu, H. (2012). The use of pictures and illustrations in teaching English. 21 世紀教育フォーラム, 7, 45–50.
Varga, S. (2021). The relationship between reading skills and metalinguistic awareness. Gradus, 8(1), 52–57.
Vu, D. V., & Peters, E. (2022). Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners. RELC Journal, 53(1), 85–100. https://doi.org/10.1177/0033688220911485
Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. Journal of Educational Psychology, 98(1), 63–74. Scopus. https://doi.org/10.1037/0022-0663.98.1.63
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65.
Wijaya, A. W. A., Siantoro, A., & Layuk, M. (2022). The whole community development in supporting children’s literacy in rural areas: Community and parents’ participation to foster children’s literacy in rural areas. The Journal of Indonesia Sustainable Development Planning, 3(1), 30–47.
Yaman, Ş., & Derkuş, S. (2011). A study on the liaison between learned helplessness and academic language achievement. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(2), 457–469.

 中文文獻列表
何俊青. (2022). 臺灣教育的城鄉差距: 偏鄉學校實徵研究的分析. Journal of Education Research (1680-6360), (334).
吳雅萍. (2020). 淺談偏鄉教育之現況與問題. 教育研究與實踐學刊, 67(2), 41–50.
周芷綺. (2010). 成人繪本閱讀行為之研究. 臺灣師範大學圖書資訊學研究所學位論文, 2010, 1–100.
徐秀慈. (2022). 數位閱讀對雙語國小學童英語閱讀動機、閱讀態度與閱讀頻率影響之研究 (Issue 2022年, p. 97) [國立政治大學]. https://doi.org/10.6814/NCCU202200562
林庭秀. (2023). 文化資產應用於英語課程教學之研究-以國小六年級學童為例. 國立政治大學.
林金定, 嚴嘉楓, & 陳美花. (2005). 質性研究方法: 訪談模式與實施步驟分析. 身心障礙研究季刊, 3(2), 122–136.
蔡清田. (2000). 教育行動研究. 五南圖書出版股份有限公司.
蕭敏華. (2005). 繪本教學四部曲.
蘇宜芬, 洪儷瑜, 陳柏熹, & 陳心怡. (2018). 閱讀理解成長測驗之編製研究. 教育心理學報, 49(4), 557–580.
詹志禹 & 吳璧純. (2015). 偏鄉教育創新發展. Journal of Education Research (1680-6360), (258).
謝進昌(Jin-Chang Hsieh). (2015). 有效的中文閱讀理解策略：國內實徵研究之最佳證據整合. 教育科學研究期刊, 60(2), 33–77. https://doi.org/10.6209/JORIES.2015.60(2).02
鈕文英 & 吳裕益. (2015). 單一個案研究法: 研究設計與後設分析. 心理.
陳信豪 & 黃瓊儀. (2020). 淺談課文本位閱讀理解策略教學提升國小學生閱讀理解能力. 臺灣教育評論月刊, 9(5), 98–103.
黃昶慈. (2010). 先備知識對於不同閱讀能力的學童在閱讀歷程中自我提問的影響 [國立中央大學]. In 學習與教學研究所. http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=971207002