本研究旨在探討全班性同儕指導策略的採用對增進國中輕度智障學生英語字彙學習與保留以及同儕關係的效果。研究方法採用A-B-A-B實驗設計，以台北市立芳和國中由身心障礙資源班與啟智班混合編組之「英語C組」的八名二、三年級輕度智障學生為研究對象。教學效果以各組單字每週前後測，二週、三週、四週保留測驗，同伴選填量表以及全班性同儕指導策略意見表上的得分為指標。
主要的研究發現包括：
一、「全班性同儕指導策略」對增進本研究大部分受試者「口語閱讀英語單字」、「說出英語單字的中文意義」、「拼出英語單字」的學習效果均優於傳統教學，其中又以「口語閱讀英語單字」與「說出英語單字的中文意義」二方面的效果較好。在受試者的個別表現上，以智商在65以上，但學習不夠專注，學業成就低落的三位受試者效果最為明顯。
二、「全班性同儕指導策略」對本研究大部分受試者之「口語閱讀英語單字」、「說出英語單字的中文意義」、「拼出英語單字」三向度的保留效果均優於傳統教學，其中也以「口語閱讀英語單字」與「說出英語單字的中文意義」二方面的效果最好。
三、接受「全班性同儕指導策略」之實驗教學後，有4名受試對其他同儕的悅納程度比以前增進；2名受試沒有因CWPT的介入而改變；2名受試對其他同儕的悅納程度比以前退步。
四、大部分受試者均對「全班性同儕指導策略」的實施感到滿意。
本研究除針對上述研究發現加以討論外，並綜合結論與研究限制提出在實際教學及未來研究上之相關建議。

This study investigated the effects of Classwide peer Tutoring(CWPT) on enhancing English vocabulary learning, retention, and peer relationship of eight secondary students with mild mental retardation. English vocabulary learning performance was measured by weekly pre-posttests.The retention of learned words was assessed by maintenance tests 2, 3, 4 weeks after they were taught. Peer relationship was measured by a sociometric rating scale.
An A-B-A-B experimental design was employed to examine the effects of the CWPT program. The results indicated: (a) CWPT produced moderate to substantial improvements on weekly spelling, oral reading, and definition tests for most of the participants,especially for those students whose IQ was over 65 but often distracted from learning, (b) more words learned during CWPT were maintained than those learned during traditional instruction period for most of the participants, especially on oral reading and definition maintenance tests, (c) four participants improved the relations with their peers, two didn't change their acceptance of other peers, and the other two students showed more negative feelings toward some peers after the implementation of CWPT, and (d) the data of CWPT satisfaction questionnaire suggested that CWPT was socially acceptable to most of the participants.
Implication of the findings for the foreign language instruction of the mildly mentally retarded and future research were also discussed.