許多教學者認為透過電子書閱讀，就可以促進學生的閱讀正確度和閱讀流暢度，所以在教學現場就很少或不特別選擇不同的電子書呈現模式。為了找出最佳的數位內容呈現模式，本研究針對臺北市某國小四年級六個班級共132位英語為第二外語學習者，在不同視覺輸入強化和聽覺輸入強化呈現模式的表現分析，六種電子書閱讀情境為：無閃字無聲書、閃字無聲書、閃片語無聲書、無閃字有聲書、閃字有聲書，和閃片語有聲書。研究結果顯示，有聲電子書比透過無聲電子書來理解故事有幫助。除此之外，無聲電子書比透過有聲電子書來增進閱讀流暢度有幫助，尤其是控制組「無閃字無聲書」電子書，在閱讀流暢度的表現優於其他五個閱讀模式。本研究結果對於臺灣學童透過數位電子書呈現模式在閱讀正確度和流暢度提供了教學的義涵，也給予學者在未來進行相關研究的建議。

Many teachers give little or no classroom attention to digital input enhancement modes, assuming students will acquire reading comprehension and reading speed incidentally through e-book reading. This study used e-books to assess the effects of reading comprehension and reading speed in six digital input enhancement modes: “no visual highlights and no audio highlights,” “visual highlights on each word with no audio highlights,” “visual highlights on each phrase with no audio highlights,” “no visual highlights but with audio highlights,” “visual highlights on each word with audio highlights,” “and visual highlights on each phrase with audio highlights.” Six intact classes of 132 fourth-grade Chinese-speaking children at an elementary school in Taipei City were recruited. During a six-week reading training period, a specific target for children to read six e-books was to assist reading comprehension and reading speed. The results showed that digital input enhancement of e-books with audio highlights may be the most desirable e-book mode for Taiwanese EFL learners’ performance on reading comprehension. On the other hand, the results of reading speed revealed that the participants read the e-books with “no visual highlights and no audio highlights” were found to outperform those read e-books with audio highlights, regardless of their visual highlights conditions. These findings have important implications for the use of digital input enhancement on Taiwanese EFL learners’ reading comprehension and reading speed and provide directions for future research.

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