本研究旨在審視運用行動輔助影子跟讀法練習對台灣高中生聽力理解的影響及探討學生對此練習的觀感。受試者為善化高中由同一位英文老師授課的兩個班級，一班爲實驗組，需完成為期一個月的影子跟讀法練習。另一班則為對照組，接受和以往相同的聽力指導。本研究採用全民英檢初級聽力測驗作為前後測材料，來檢視學生聽力理解程度的變化。並針對實驗組，用問卷來探知學生們對於行動輔助影子跟讀法練習的觀點及感受。最後，透過實驗組的個別訪談，來輔助並交叉比對測驗及問卷的結果。
分析結果發現實驗組的聽力理解程度，在實驗結束後並沒有顯著進步，然而，實驗組學生對於行動輔助影子跟讀法練習抱持正面觀感，且增強了他們學習英文的動機。此研究結論的含義，也提供給現職英文教師們在教學上做參考。

The aim of the present study was to investigate the impact of mobile-assisted shadowing practice on Taiwanese EFL high school students’ English listening comprehension and to explore the students’ perceptions of improving listening by using such practice. The participants included two intact classes taught by the same English teacher in Shan-Hua senior high school in southern Taiwan. One was served as the Experimental (Shadowing) Group required to complete the one-month shadowing practice, while the Control (Non-Shadowing) Group received instruction as usual. The listening test from GEPT elementary level serving as the pre-test and the post-test was given to both groups before and at the end of the treatment to assess listening comprehension. The Experimental Group’s perceptions of shadowing practice were collected in a post-study online questionnaire. Finally, semi-structured interviews were conducted with six participants to gain more insights. It was found that the Experimental Group didn’t obtain statistically significant improvement in listening. However, the Experimental Group reacted favorably to shadowing practice and thier motivation in learning English was increased. The study also proposed a few pedagogical implications for on-the-spot language teachers.

Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly 18(1), 71-85.
Anastasia, E. M. (2013). College Students’ Cell Phone Use, Beliefs, and Effects on Their Learning. College Student Journal, 47(4), 585-592.
Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4), 17-32.
Burston, J. (2014). mall: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357.
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20.
Bozdoğan, D. (2015). MALL Revisited: Current Trends and Pedagogical Implications. Procedia - Social and Behavioral Sciences, 195, 932–939.
Dashti, F. A., &Aldashti, A. A. (2015). EFL College Students’ Attitudes towards Mobile Learning. International Education Studies, 8(8), 13–20.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216.
Geddes, S. J. (2004). Mobile learning in the 21st century: benefit for learners. Knowledge Tree e-journal, 30(3), 214-228.
Hamada, Y. (2009). The effect of shadowing with different text levels on listening proficiency. Zhongcun Yingyu Jiaoyu Shang [Nakamura English Education Awards], 57, 1-9.
Hamada, Y. (2011). Improvement of listening comprehension skills through shadowing with difficult materials. Journal of Asia TEFL, 8(1), 139-162.
Hamada, Y. (2012). An effective way to improve listening skills through shadowing. The Language Teacher, 36, 3–10.
Hamada, Y. (2015). Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension. Language Teaching Research, 20(1), 35-52.
Hwang, G., & Chang, H. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, W. Y., Huang, Y. M., Shadiev, R., Wu, S. Y., & Chen, S. L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503-516.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Harlow: Longman.
Kukulska-Hulme, A. & Traxler, J. (2005). Mobile teaching and learning. In A. Kukulska-Hulme & J. Traxler (Eds.) Mobile Learning: A Handbook for Educators and Trainers, Routledge, London.
Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289.
Kuo, Y., & Chou, T. Y. (2014). Effects of Text Shadowing on Taiwanese EFL Children’s Pronunciation. The Asian EFL Journal Quarterly, 16(2), 11-43.
Lambert, S. (1992). Shadowing. Meta, 37, 263–273.
Lin, L. C. (2009). A study of using “shadowing” as a task in junior high school EFL program in Taiwan (Master’s thesis). National Taiwan University of Science and Technology, Taipei, Taiwan.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525.
Murphey, T. (2001). Exploring conversational shadowing. Language Teaching Research, 5(2), 128-155.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language learning, 50(1), 57-85.
Prensky, M. (2005a). Mobile phone imagination – Using devices kids love for their education. Receiver, 14, 1-4.
Prensky, M. (2005b). What can you learn from a cell phone? Almost anything!. Innovate Journal of Online Education, 1(5), 45-52.
Ricard, E. (1986). Beyond fossilization: A course on strategies and techniques in pronunciation for advanced adult learners. TESL Canada Journal/Revue TESL du Canada, 3, 243-253.
Sevik, M. (2012). First step to effective listening: “Listen and show” songs. International Journal of English and Education, 1(1), 9-18.
Shiki, O., Mori, Y., Kadota, S., & Yoshida, S. (2010). Exploring differences between shadowing and repeating practices: An analysis of reproduction rate and types of reproduced words. Annual Review of English Language Education in Japan, 21, 81-90.
Soleimani, E., Ismail, K., & Mustaffa, R. (2014). The acceptance of Mobile Assisted Language Learning (MALL) among post graduate ESL students in UKM. Procedia- Social and Behavioral Sciences, 118, 457-462.
Sumarsih, S. (2017). The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements. International Journal of English Linguistics, 7(5), 184-189.
Suzuki, K. (2007). Shadowoing wo moichita Eigo choryoku kojo no shido ni tuite no kensho [Investigation on the instruction for listening comprehension through shadowing]. STEP Bulletin, 19, 112-124.
Taki, S., & Esmaeili, Z. (2017). Shadowing and EFL listening comprehension: focus on metacognitive strategy use, self-efficacy and achievement. Journal of Teaching English for Specific and Academic Purposes, 5(4), 727-738.
Tamai, K. (1997). Shadowing no koka to chokai process niokeru ichizuke. [The
effectiveness of shadowing and listening process]. Current English Studies, 36,
105-116.
Valarmathi, K. E. (2011). Mobile assisted language learning. Journal of Technology for ELT, 2(2), 1-8.
Wagner, E. D. (2005). Enabling mobile learning. EDUCAUSE Review, 40(3), 40–53.
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117-134.
Weber, W. K. (1984). Training Translators and Conference Interpreters. Language in Education: Theory and Practice, No. 58. Harcourt Brace Jovanovich International, Orlando, FL 32887.
Xu, Q., Dong, X., and Jiang., L. (2017). EFL learners’ perceptions of mobile-assisted feedback on oral production. TESOL Quarterly, 51(2), 408-417.
Zhang, L. (2013). Mobile Phone Technology Engagement in EFL Classroom. Proceedings of the 2013 International Conference on Software Engineering and Computer Science, 37, 171–174.