本研究旨在討論幽默融入英語聽寫對高中學習者聽力焦慮、學習動機與學習表現之影響，期望能藉由幽默融入英語聽寫改善英聽焦慮、增進學習動機及學習表現。本研究採用不等組準實驗法設計，以新北市某高一的三個班級個別作為實驗組（實施幽默融入英語聽寫）、對照組（實施一般聽寫）、控制組（未進行聽寫練習）、一班人數為36人。進行歷時八週的教學研究後，以共變數分析為統計方式，探討幽默融入英語聽寫對聽力焦慮、學習動機與學習表現之影響。
本研究結果如下：一、不同教學法之間對「聽力焦慮」沒有顯著差異；二、僅一般英語聽寫對「英語學習動機」有提升效果；三、幽默融入英語聽寫對「教材動機」的「注意」部分有提升效果；四、不同教學法之間對「學習表現」無提升效果。
研究推論幽默融入英語聽寫確實能吸引學生注意，但依據第二語言的嘲諷、第二語言幽默處理、教學幽默加工理論等觀點，幽默融入語言教室需考量教材內容、幽默形式，提供更多線索與輔助，幫助學生易於理解幽默，幽默才能進一步發揮其對語言教學的正面影響。

This study aims to explore the effects of integrating humor into English dictation exercises on the listening anxiety, learning motivation, and performance of high school learners. It is hoped that by incorporating humor into English listening exercises, students' anxiety about listening in English can be alleviated, and their learning motivation and performance can be enhanced. The study employed a quasi-experimental design with non-equivalent groups, involving three first-year high school classes in New Taipei City, each with approximately 36 students, designated as the experimental group (implementing humor-integrated English dictation), the control group (undergoing standard dictation), and the non-intervention group (not engaging in any dictation practice). After eight weeks of instructional research, a covariance analysis was used as the statistical method to investigate the impact of humor-integrated English dictation on listening anxiety, learning motivation, and performance.
The results of the study are as follows: First, there was no significant difference in “listening anxiety” among the different teaching methods; second, only the standard English dictation showed an improvement in “English learning motivation”; third, humor-integrated English dictation had a positive effect on the "attention" aspect of “instructional motivation”; fourth, there was no enhancement in “learning performance” among the different teaching methods.
The research infers that while humor-integrated English dictation can indeed attract students’ attention, the integration of humor into language teaching must consider the content of the materials and the form of humor, providing more cues and support to help students understand humor easily. Only then can humor further exert a positive influence on language teaching.

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