本研究旨在探討「趣味謎語融入英語科教學」對國中生的英語成績、正向情緒及幽默感之提升效果。研究對象為基隆市某國中七年級六個班級的學生，共計304人。實驗設計採用「等組前後測準實驗設計」，共區分為實驗組:「接受趣味謎語融入教學」與對照組:「未接受趣味謎語融入教學」，每組152人。研究工具包含了「英語月考成績」、「正負向情緒量表」 （PANAS）和「多向度幽默感量表」(multidimensional sense of humor scale) 等量化工具，以單因子共變數分析(one-way ANCOVA)檢驗研究假設;並再根據訪談學生紀錄及學習單等質性資料做分析。研究結果發現，接受「趣味謎語融入教學」的實驗組學生有較佳的英語學習成效，且正向情緒提升、負向情緒下降。幽默感方面：幽默理解能力及對幽默的態度兩個向度獲得提升。在質性訪談中，多數學生認同本教學方案有趣且有助於提升學習效果。最後根據本研究結果提出討論和具體建議，以做為後續英語教育實務及未來研究的參考。

The purpose of this study was to investigate the effects of teaching fun riddles on learning achievement, elevating positive emotions, and the sense of humor in English class. The study was conducted with three hundred and four students in a junior high school in Keelung. Half of the students in the experimental group and the other half were in the control group. A quasi-experimental approach was used to assess the treatment effects in the equivalent control group design. Three quantitative instruments were English monthly exams, Positive and Negative Affect Schedule (PANAS), and multidimensional sense of humor scale. Repeated measures ANCOVA were performed to analyze the correlation coefficients between the groups. The qualitative data such as students’ worksheets and students’ feedback were also collected to aid the analysis of the experimental effect. The results indicated that the experimental group was better than the control group in learning performances, emotions and the sense of humor after the intervention. Base on the finding, some suggestions were provided for those who are interested in lessons incorporating fun riddles guessing and that future researches related to lessons using fun riddles.

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