本研究以Oxford（1990）所提出的語言學習策略中的記憶策略，擷取部分與單字有關且能實作在行動載具上的學習策略，且利用行動學習載具的移動性、可攜性的特性，建置一個具情境感知的英語單字行動學習系統，運用數位個人助理結合全球定位系統與無限基地台定位技術，找出學習者所在位置，即時提供學習者所處位置情境之單字情境教材，讓學習可以藉由與所在位置的真實情境單字教材互動下，增進學習興趣與效率。
本研究採準實驗研究法瞭解英語行動單字學習系統的學習效果。教學實驗是以台北縣某國中七年級兩班54人為研究對象，一班為實驗組，進行英語單字行動學習系統教學活動；另一班為對照組，實施教室內單字圖卡教學活動。研究工具包括：單字學習成就測驗前、後測及延宕後側，英語學習動機量表與英語學習焦慮量表。實驗前先施以英語學習動機、英語學習焦慮量表與單字成就測驗前測，以瞭解學習者初始的學習狀況；實驗教學後實施單字成就測驗後測，以瞭解學習者在實驗學習後的學習狀況；實驗後六天，在施以單字成就測驗延宕後測，以瞭解學習者之單字保留效果。
一、不同教學設計方式對不同英語動機的學生在英語單字保留成效上有交互作用。
二、不同教學設計方式對於不同英語焦慮的學生在英語單字學習保留成效上有顯著差異。
三、實驗組高動機學生其單字保留效果比對照組高動機學生保留效果來得好，且有達到顯著差異。

This research used the method of memory strategies to design teaching activities and proposed a system that included context aware and memory strategies factors in English vocabulary learning. Using PDA mobile phone, GPS and wireless AP, the proposed system can provide the right learning contents at right place in right time. This study also investigated the relationship between learning anxiety, learning motivation and learning achievement of junior high school students.

The research adopts the quasi experiment design method to analyze the effect of the proposed learning system. We selected two classes of students of Ta Kuan junior high school in Taipei County as participants in this study.

One class of them was selected as experimental group used the proposed learning system, and the another class were selected in control group, learning vocabulary card teaching method. After the experiment, statistical methods were used to verify the effect of the proposed system compared with the vocabulary card teaching method.

At the beginning of the experiment, students were asked to complete the scale of English learning motivation, the scale of English learning anxiety and the pre-test of English vocabulary learning achievement. The post-test of learning performance was administered after the experiment. The delay-test of learning performance was administered after six days of finish the experiment. The experiment results are analyzed by two-way factor variation and the results are concluded as follows:

1.The effects of the different English learning motivation of the experimental group students' English vocabulary learning retention test score were significantly better than the control group students.
2.The effects of the different English anxiety of the experimental group students' English vocabulary learning retention test score were significantly better than the control group students.
3.The effects of English vocabulary learning retention test score for the two groups' students of high English learning motivation were significant.

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