本篇論文主旨在透過後設分析法（meta-analysis）整合歷年來圖像式視覺輔助對第二語言閱讀理解成效之相關研究，探討整體效果及不同研究特徵（研究對象、文本、評量、實驗設計及出版特徵）對整體圖像式視覺輔助於閱讀理解之影響。本篇研究作為第一個針對第二語言閱讀來探討圖像式視覺輔助之成效具有其重要性，並藉由實施更嚴謹的子研究篩選機制及研究分析方法，對先前相關的第一語言閱讀的後設分析研究進行更新及補強。為此，本論文囊括15篇自1993到2006年間之相關文獻，並從其中識別九個影響變項。結果顯示圖像式視覺輔助能增進第二語言閱讀理解之整體學習成效，尤其大學生及低英語能力學習者更能藉由圖像式視覺輔助增進其第二語言閱讀理解之成效。就應用圖像式視覺輔助的文本類型而言，相較於說明文文本，敘事文本是更好的選擇。除此，老師及研究員應使用讀者產出式的測驗模式，例如回憶文本和推論測驗，以利測出其閱讀理解增進之成效。

The present study meta-analyzed existing empirical studies related to the effects of pictorial visual supports in second language (L2) reading comprehension and the moderating effects of some learner, text, measurement, design, and publication variables. The present study has its significance as the first meta-analysis on the effectiveness of pictorial visual supports in L2 reading, and update and complement the previous existing meta-analytic studies in first language (L1) reading by establishing a more comprehensive set of inclusion and exclusion criteria and performing a series of methodological moves. To this end, all 15 primary studies between 1993 and 2006 were retrieved and coded for nine moderator variables. The results showed a medium overall effect of pictorial visual supports in L2 reading comprehension. University-level learners and low-level proficiency learners can benefit most from pictorial visual supports. With regard to the text genre to apply pictorial visual supports, narrative texts would be the better option than expository texts. In order to fully assess the reading gains, teachers and researchers are suggested to employ measurement of the productive type such as recall and inference tasks for learners.

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