本研究旨在探討以預讀英文文本摘要作為前導組織的策略對於臺灣高中生英文閱讀理解、認知好奇心以及外語閱讀焦慮的影響，也更進一步了解學生對於此策略的滿意度或意見。本研究邀請了159位來自三所高中的學生參與這項為期四至六週的線上閱讀活動，並且共納入六篇以新興科技為主題的文章進行實驗。在閱讀英文文章並完成閱讀測驗之前，有提供由文本自動摘要工具所產出的摘要給實驗組的學生預讀，而對照組的學生則沒有。此外，在所有閱讀活動的前、後有分別進行認知好奇心和外語閱讀焦慮的前、後測。研究結果顯示，預讀摘要的策略能有效增進高中生的英文閱讀理解能力，並提升認知好奇心。對於能否降低外語閱讀焦慮方面，雖然未得到顯著的效果，不過實驗組及對照組的外語閱讀焦慮後測已有所降低。此外，學生對於此預讀策略表示高度滿意度，認為對於提前了解閱讀內容以及掌握重點知識等方面是有幫助的。

This study was to investigate the effects of pre-reading English summaries as a type of advance organizer on Taiwanese senior high school students' reading comprehension, epistemic curiosity, and foreign language reading anxiety. The satisfaction and opinions of students regarding this pre-reading strategy was also further examined. In this study, 159 students from three senior high schools participated in this online reading activity for a total of four to six weeks. The six selected articles were based on emerging science and technology themes. Prior to reading an English article and completing the reading comprehension test, students in the experimental group were provided with a summary generated by an automatic text summarization tool, while students in the control group were not. Students took an epistemic curiosity scale and foreign language reading anxiety scale as the pre-test and post-test before and after all reading activities. The results revealed that pre-reading summaries can effectively strengthen senior high school students' reading comprehension and increase their epistemic curiosity. With regard to decreasing their foreign language reading anxiety levels, although there weren't significant effects, there was a decrease in anxiety levels for both experimental and control groups in the post-test. Students expressed a high level of satisfaction with this pre-reading strategy in this study, and found it helpful in understanding the reading content in advance and grasping the key points.

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