本研究旨在探討使用「4Mat系統教學法」對於提升目前常態編班之國中學生英文閱讀能力是否有幫助。實驗對象為台北市某公立國中一年級之學生，共30名學生。研究時間為期兩週共六堂課，包括前測、問卷調查、教學活動與後測實施時間。教學活動之進行係利用英語課堂外之時間以免影響正常教學進度。教學進行中之分組為隨機分組，以符合目前國中常態分班現況與「4Mat系統教學法」之概念。
研究進行步驟為:先將學生依量表分四類學習類型，再用「4Mat系統教學法」針對四類學習者之特徵，將教學活動分四部分：第一部分為透過學生之個人經驗引起學生的學習動機及興趣；第二部分以教師授課為主，為學生清楚分析教學內容之重點；第三部分為進行各類活動，讓學生將老師上課之重點加以運用，並確認其可行性；第四部份為評量，包括自我評量及教師評量。教學活動結束之後，再對學生實施後測，以了解各類學習類型學生之進步情形。
本研究結論為：
(1) 4Mat教學法確實可以幫助學習者有策略地閱讀文章並回答與文章相關的問題：如猜測字義、找出細節、主旨及推論文意等。
(2) 第一類學習者雖經統計分析結果未顯示有顯著進步，但於4Mat教學法後，有更多此類學習者能找出文章細節。
(3) 由於第二類學習者人數過少，故在分析前後測結果後，回答各類問題並無顯著進步。
(4) 第三類及第四類學習者在學習找出文章主旨皆有顯著進步。因為此二類學習者分別屬於應用型與思考型，而4Mat教學法的活動使此二類學習者獲益最多，能更準確地找出文章主旨。
(5) 第四類學習者在推論文意方面亦有顯著進步。由於此類題目不易在文章中找到答案，經由4Mat教學法使第四類學習者發揮其創造力及思考力而有顯著進步。
本研究建議未來的研究者可增加參與者人數，或增加每一類題型之題數使分析時增加其結果之可靠性。以期使4Mat教學法在增進學習者閱讀能力上有更具建設性的結果。

The study aims to help the readers of different learning styles read English articles strategically with the approach of the 4Mat system. The whole experiment lasted for six periods, two weeks, including Pre-test, Questionnaire, Instruction, and Post-test. Thirty seventh-graders in a public junior high school in Taipei City participated in the study.
The participants were from the normally distributed classes in the junior high school. In the study, the participants were categorized into one of the four learning styles with the measure instrument. The researcher used the 4Mat system, which was developed for different learning styles, outside of the regular class schedule so that the normal class schedule would not be delayed.
The 4Mat system consisted of 4 parts. The first part was to arouse students’ interest and motivation through sharing their personal experience; the second part was mainly the teacher-centered instruction; the third part was included activities for students to apply what the teacher taught to confirm that it really worked; the last part was the evaluation about what the students had learned.
After the instruction, the participants were given a post-test to prove their progress. After the post-test, the following results were shown:
(1) Generally speaking, the 4Mat instruction helped the readers to read strategically in four aspects: guessing the meaning of the word, finding the detail, finding the main idea, and making inferences.
(2) More Type 1 learners answered the first question (guessing the meaning of the word) correctly in the post-test than in the pre-test, though the difference was not statistically significant.
(3) Type 2 learners made little or no significant progress in any of the four kinds of questions because of the small number of the group. No significance was observed because there was only five members in the group.
(4) Types 3 and 4 learners made significant progress in answering question three (finding the main idea). Type 3 learners regard application to practice as important; Type 4 learners are good at creative thinking. Therefore, through the instruction of the 4Mat system, these two types of learners benefited a lot.
(5) Type 4 learners also made significant progress in answering the fourth question (making inference). The answer to this kind of question can not be found easily in the article. Through the 4Mat instruction, Type 4 learners’ creative thinking was enhanced as to answer such question correctly.
The researcher hopes that the study could provide an initial exploration to future studies in which the 4Mat system is used to improve learners’ reading strategy and provide more constructive results.

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