本研究旨在歸納一套電腦輔助英語閱讀教學策略，以提供英語教師與相關教學機構，在課程規劃與教學方面，一個遵循的基準與參考方向。
本研究是採用內容分析法，首先探討英語閱讀教學與電腦輔助語言學習之相關文獻，瞭解實體課程之英語閱讀教學策略以及電腦輔助英語閱讀之應用方式；再者是分析九間大學之英語教學與學習資源網，與文獻所得進行比對分析，綜整出初步電腦輔助英語閱讀教學策略。最後是進行專家審查，透過3位不同領域的專家對初步研究結果進行評鑑，以完成研究結果。
本研究所得之結果是以Gagné的9大教學事件為修改依據，共分為11個要素：(1)需求分析：考量學生需求(2)環境分析：考量實際教學環境(3)引起動機：提供多媒體，預測文章內容(4)告知學習目標：提供明確的預期行為(5)引起背景知識：提供關鍵字彙解釋，應用教學媒體，語意圖，提供電腦技能課程(6)呈現閱讀教材：慎選教學文本，文本不宜過長，提供字彙解釋，互動性文本設計，提供音檔與圖片(7)提供學習引導：教學內容引導，科技方面引導(8)促進學生與文本互動：傳授閱讀技能，運用網路相關資源，教學媒體應用，多元溝通管道(9)評量學生表現：練習閱讀技能，提供多元化測驗，提供測驗分數，限時的閱讀測驗，答題回饋應說明原因，概念圖(10)促進保留與遷移：提供相關主題資源，訓練閱讀速率(11)教材持續修正：對教材進行形成性或是總結性評量。

This research aimed to sum up a set of instructional strategies computer-assisted instruction in English reading in order to provide effective guidelines to be followed in planning courses for designing courses in the subject of English reading..
The method of content analysis was conducted in the research. The first step to be employed focused on English reading instructional strategies used in classroom and applications of computer-assisted English reading. The second step was to analyze nine universities’ English instruction and learning websites and compared the findings with the outcomes of literature review. Expert review was conducted in the final step. Three experts from different fields were invited to take part in the research and reviewed the preliminary research results to provide their opinions for revision.
The results of the study utilized Gagné’s nine events of instruction as the foundation to modify and integrate the findings to conclude the following 11 key elements: (1) conducting needs assessment－ examining students’ needs, (2) analyzing the learning environment－investigating the classroom environment, (3) activating motivation－providing multimedia and predicting text, (4) informing learning objects－providing specific desired behaviors, (5) simulating background knowledge－providing translations of critical vocabularies, applying instructional media, using semantic mapping, and supplying computer competency courses, (6) presenting reading materials－choosing appropriate materials, providing translations, designing interactive text, and supplying pictures and voice files, (7) providing learning guidance－giving assistances of instruction and technology, (8) eliciting interactions－delivering reading skills, using internet resources, applying instructional media, and providing multiple communicating channels, (9) evaluating performance－practicing reading skills, providing different tests , giving feedbacks, timing tests, giving specific explanations of feedbacks, and using concept mapping, (10) enhancing retention and transfer－supplying relate resources, and training reading speed, (11) modifying instruction materials consistently－conducting formative or summative evaluations.

目次
第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的	4
第三節 研究問題與限制	5
第四節 研究重要性及貢獻	6
第五節 重要名詞釋義	7
第二章 文獻探討	9
第一節 英語閱讀	9
第二節 電腦輔助語言學習與網際網路	24
第三節 網際網路與英語閱讀的關係	38
第三章 研究設計與方法	47
第一節 研究架構與研究步驟	48
第二節 研究方法與研究對象	50
第三節 資料分析與工具	53
第四章 研究結果	55
第一節 電腦輔助英語教材之分析	55
第二節 建立專家效度	75
第五章 結論與建議	82
第一節 研究結果	82
第二節 研究建議	92
參考書目	95

表次
表2-1-1：ACTIVE說明表	17
表2-3-1：實體課程英語閱讀策略分析檢核表	42
表2-3-2：適用電腦化環境之英語閱讀教學策略表……………………………..45
表3-2-1：專家名單一覽表…...…………………………………………………...51
表3-2-2：研究對象一覽表………………………………………………………..52
表4-1-1：各大專院校英語教材分析表…………………………………………..56
表4-1-2：各大專院校英語教材評鑑結果統計分析表…………………………..58
表4-1-3：各大專院校英語學習資源網一覽表…………………………………..59
表4-1-4：英語閱讀教學策略檢核結果一覽表…………………………………..66
表4-1-5：初步電腦輔助英語閱讀教學策略一覽表……………………………..72
表4-2-1：專家建議意見一覽表…………………………………………………..78
表5-1-1：電腦輔助英語閱讀教學策略總表……………………………………..89

圖次
圖2-1-1：基模理論說明圖	13
圖2-1-2：基模理論修改圖	15
圖3-1-1：研究架構圖	48

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