聽力理解能力在語言學習上是非常重要的，也是華語外語學習者容易遇到困難的地方。利用字幕進行電腦輔助語言學習，讓學習者在聽覺的語音輸入外，增加視覺的字幕文字訊息輸入，可以幫助學習者對學習內容的記憶與理解。雖然使用字幕的視覺輔助機制可以促進學習者聽力學習的效果，但是字幕的使用可能導致學習者對字幕的文字訊息產生依賴，忽略聽力的訓練學習，降低學習者在聽力學習上的主動處理學習程度，影響聽力學習的效果。
本研究的目的在探討不同主動處理學習程度對華語外語學習者聽力理解學習的影響，使用鷹架學習策略及複誦策略提供學習者鷹架輔助學習機制，提高學習者的主動處理學習程度。本研究使用實驗研究法將52名泰國學生隨機分配到鷹架字幕複誦組、鷹架字幕組、持續字幕組、無字幕組等四組不同主動學習處理程度的組別。實驗結果以克-瓦二氏單因子等級變異數分析及魏氏考驗進行分析與探討，研究結果顯示主動處理學習程度對電腦化華語外語聽力理解學習成效的影響有顯著差異，鷹架字幕可以顯著提升學習者的華語聽力理解學習成效，而複誦對學習者華語聽力理解學習成效提升的假設則未獲支持。

Listening comprehension is crucial to language learning, but it is difficult to second language learners. Computer-assisted language learning with caption is helpful to learners by visual approach that supports learners in memory and comprehension. Although the visual approach of caption facilitates learners in listening comprehension, it makes learners become dependent on it and lowers learners’ active level on learning. The purpose of the present study is to examine the effect of different levels of active process in listening comprehension of Chinese as a foreign language learning. The implementation of scaffolding and rehearsal in the study is to enhance active learning level for learners. The experimental design was applied in the study and the participants of the study were 52 students from Thailand. The participants were randomly assigned to four groups including (a) listening with rehearsal and caption by scaffolding (RCS), (b) listening with caption by scaffolding (LCS), (c) listening with caption (WIC) and (d) listening without caption (WOC). The result revealed that: (a) different levels of active learning significantly affected the performance of computer-assisted Chinese as second language learning; (b) LCS significantly enhanced learners’ listening comprehension in Chinese; and (c) the statement that rehearsal significantly enhanced learners’ listening comprehension in Chinese was not supported in the study.

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