英語作為國際通用語言，在臺灣雙語教育政策下具備關鍵地位，然而升學導向之環境常使學生產生顯著的英語學習焦慮，進而阻礙學習成效。儘管數位平台已廣泛應用於教學現場，其對於國小學童學習心理之具體影響機制，尚缺乏系統性之實證探究。
本研究旨在探討 Wordwall 數位平台輔助自主學習對國小高年級學生英語學習焦慮之影響，並透過行動研究歷程優化教學實務，建構具備情意支持功能的數位學習環境。本研究採取行動研究設計，歷經兩輪螺旋式教學循環，以桃園市某國小五年級兩班共 54 位學生為對象，進行為期八週之課程介入。研究採取量化與質性研究並重之取向，運用英語學習焦慮量表進行前後測統計檢驗，並輔以半結構式深度訪談、課堂觀察紀錄及教師教學札記進行三角驗證與主題分析。
研究結果顯示，數位平台介入後，學生之整體英語學習焦慮呈現下降趨勢，其中以溝通焦慮向度之調降幅度最為顯著。質性分析指出，平台之遊戲化互動、即時回饋與容錯機制成功建構了情意安全網，使學生能重構對錯誤的認知。此外，透過本研究導入之三層次解題策略，成功引導學生從盲目試錯轉向主動的萌芽型自主學習行為。
然而，競賽機制對低基礎學童可能異化為新型表現壓力，顯示介入成效受學生個別差異高度影響。本研究結論證實，數位工具須與情意支持及結構化策略教學協同整合，方能有效降低學習焦慮並深化自主學習素養。研究貢獻在於不僅為國小英語數位教學提出差異化實務建議，亦為情意調節理論在兒童學習階段之實踐，提供具備教學脈絡之實證支持。

English, as a global lingua franca, holds a pivotal role in Taiwan's bilingual ed-ucation policy. However, the examination-oriented learning environment often in-duces significant English learning anxiety among students, thereby hindering learn-ing motivation and proficiency. While digital platforms are increasingly integrated into classrooms, their specific impact on the psychological state of elementary stu-dents remains under-explored. This study aims to investigate the effects of Word-wall-assisted self-learning on English learning anxiety among senior elementary students and to systematically optimize pedagogical practices through an action re-search process to establish an affectively supportive digital learning environment.
Adopting an action research design with two iterative teaching cycles, this study involved 54 fifth-grade students from an elementary school in Taoyuan City over an eight-week intervention. The study employed an approach emphasizing both quantitative and qualitative methods, utilizing the English Learning Anxiety Scale for pre- and post-test statistical analysis, complemented by semi-structured in-depth interviews, classroom observations, and teacher’s teaching journals for triangulation and thematic analysis.
The results indicate a downward trend in students' overall English learning anx-iety following the intervention, with the most significant reduction observed in the dimension of communication apprehension. Qualitative analysis reveals that the platform's gamified interaction, real-time feedback, and error-tolerance mechanisms constructed an "affective safety net," prompting students to shift their focus from fearing negative evaluation to task mastery. Moreover, the introduction of a "three-level problem-solving strategy" successfully guided students from blind trial-and-error to proactive "emerging self-directed learning." However, the study also reveals that competitive mechanisms may inadvertently become new sources of perfor-mance pressure for low-proficiency students, suggesting that interventions must be highly dependent on individual differential regulation.
This action research verifies that digital tools must be integrated with affective support and strategic instruction to effectively alleviate learning anxiety and deepen autonomous learning literacy. This study contributes practical pedagogical recom-mendations for elementary English digital instruction and provides empirical sup-port for affective regulation theories within the context of childhood development.

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