本研究旨在探究在國中課程架構下，學生是否能透過文化學習課程來提高跨文化覺察，並對英語學習產生影響。教師研究者亦觀察省思課程設計理念、教學方法、及教材的設計。藉由實施質性及量化研究的資料收集和分析方法，可以了解以下三個研究問題：
（一）文化學習課程是否能提升學生文化相關內容的知識？
（二）文化學習課程如何提升學生的跨文化覺察能力？
（三）學生對文化學習課程的反應如何？教師未來能如何設計相關課程？
此後續研究使用的工具包括前後測的問卷、前後測問題比較分析、學習省思札記以及非正式訪談。本研究有以下發現：
（一）透過學生的四個文化學習主題之前、後測比較分析可發現，此文化學習課程之前三個主題有助於提升學生的相關知識，而第四個主題則未達顯著差異。學生對課程主題亦提供反思與回饋。
（二）學生在跨文化覺察之四個面向當中，除了跨文化溝通相關知識未達顯著差異，其餘三個部分，包含跨文化互動態度、跨文化互動技巧以及跨文化覺察表現，皆有明顯提升。透過質性資料亦可證明學生在跨文化覺察能力之提升。
（三）透過後測問卷的開放式問答，教師研究者發現學生對於不同文化學習主題的偏好，主要受到學習風格以及語言程度之影響。從學生的反思與回饋，教師研究者亦歸納出四點此課程帶給學生之收穫。
最後，此研究之教師研究者同時是課程的設計者，透過此行動研究亦不斷反思。本研究針對國中英語教師在文化學習教學層面、課程設計及未來相關研究提出良善之建議。

This study aimed at investigating the impact of a culture learning program on junior high school students’ English learning as well as their intercultural awareness. Also, the teacher-researcher observed and reflected on the course designing principles and learning materials. By conducting both quantitative and qualitative research method, the present study addressed three research questions: (1) Will students increase their knowledge of culture after participating in the culture learning program? (2) Do students increase their intercultural awareness after participating in the culture learning program? (3) What are students’ perceptions of the culture learning program?
The data of the study were collected with multiple instruments, including pre- and post-questionnaires, pre- and post-test questions, learning journals, and semi-structured interviews. The findings of the study were explored in three sections. First, after comparing the scores of the students’ pre- and post-test questions, the teacher-researcher found the culture learning program helpful for increasing the students’ knowledge of cultural content in the first three topics, while the descriptive statistics showed no significant difference in the last topic. The students also offered feedback toward the activities. Second, the results from the students’ pre- and post-questionnaires showed significant difference in Attitude, Skill, and Critical Awareness but not in the other dimension, Cross-cultural Communication Knowledge. In addition to the descriptive statistics, the students’ qualitative feedback offered useful insights. Last, the students’ perceptions and feedback toward the culture learning program were explored with four open-ended questions designed in the post-questionnaires. This research offered implications for designing courses to junior high school teachers in Taiwan. Suggestions for future research were also provided.

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