本研究為一個案研究，旨在研究英語線上廣泛閱讀課程以及分級讀本對於偏遠地區國中學生之學習態度、英語閱讀理解能力之影響。研究對象為來自東台灣偏遠地區的二十五位七年級國中學生。本研究為期十二週，學生們每週在電腦教室閱讀三至四堂課，共大約一百二十分鐘的時間。此外，研究者鼓勵學生們可於課餘的額外時間繼續進行英語線上廣泛閱讀課程。在此十二週的課程中，學生們在前兩週的時間摸索電腦、線上閱讀介面功能，以及找尋適合自己閱讀的書籍。本研究所蒐集的資料包含線上閱讀紀錄、學生閱讀札記、學生閱讀回饋單、深入訪談以及教師觀察。學生們閱讀完喜愛的書籍後，在閱讀札記上寫下故事內容或自己的感想。
研究結果顯示英語線上廣泛閱讀課程確實對於偏遠地區國中學生有著正面的影響。大部分的學生表示，他們對於在閱讀英語文章時，不再感到害怕、困惑。此外，有些學生表示，英語線上廣泛閱讀課程像是一本百科全書，一邊閱讀，一邊學習新知識。本研究中的二十五位學生身處地緣偏僻，學習資源、師資困乏的地方，很少有機會接觸到英語使用的環境。英語線上廣泛閱讀課程對於這二十五位學生來說，是個嶄新的學習經驗，有別於傳統文法的教學。本研究建議，偏遠地區教師可採用英語線上廣泛閱讀課程納於正式課程當中，提升學生學習英語的動機，並鼓勵學生多閱讀英語書籍。

This present study aims to investigate the effects of online extensive reading (ER) program and graded readers on EFL junior high school learners in a remote area of Taiwan. This study was implemented for twelve weeks, from November, 2018 to March, 2019. Twenty-five seventh graders in a junior high school in Taitung county, the eastern part of Taiwan, participated in this study. The students used computers as reading tools for 3 to 4 periods, about 120 minutes, in class per week. Besides, the students were also encouraged by the researcher to read extensively out of class in their free time. The data was collected from online reading records, students’ reading reports, the open-ended questionnaire, interviews, and teacher’s observation.
The results showed that online ER program had positive influences on students’ attitudes towards learning English and their own English proficiency. Most of the students in this study described that doing ER program enabled them not to be afraid of reading English. Moreover, some of the students said that ER was just like an encyclopedia for them to learn a lot of knowledge. These 25 students were in a remote area where resources and teachers are limited. However, doing ER program brought them a brand-new experience and motivated them to read English books. It is suggested that teachers in a remote area could employ ER program on EFL students to motivate their reading attitudes and encourage them to like English more.

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