學習英文的基礎由單字開始，有感於臺灣的英語學習成效一直存在雙峰現象，也顯示出學生的學習焦慮。如能有效地運用策略則能讓英文學習成效提升，於是本研究運用校正式學習策略方式來預估測驗成績與主動覺察學習過程，主要目的是在探討國中九年級生實施校正式學習策略於學習英文單字成效之相關因素。以新北市某公立國中九年級學生共110名為研究對象，在測驗英文單字前實施校正式學習策略預估測驗分數，以學生的後設認知與認知負荷探討其與英文單字成績進步量之間的關係，以及其是否影響學生的英文學習興趣。實施校正式學習策略時間為七周，單字範圍為102學年度翰林英文版九年級上學期Unit4、Unit 5和Unit 6，為期十二次的校正式學習策略記錄。
本研究的工具包括測驗單字的十二次校正式學習策略紀錄與四種問卷調查表，問卷種類別分為「學習英語焦慮問卷」、「後設認知問卷」、「認知負荷問卷」及「學習興趣問卷」。以校正式學習策略紀錄作為時間序列分析其進步情形，也探討學生的性別因素是否對進步狀況有所差異；問卷結果所得資料以PLS統計軟體，進行分析與比對結果。在本研究結果顯示出(一)實施校正式學習策略對學習英語單字成效時，對於不同性別的學生並無直接影響效果。(二)實施校正式學習策略對英語單字學習成效會因不同的認知負荷而有直接正面影響。(三)實施校正對於提升學生學習英文的學習興趣有正面影響。(四)實施校正式學習策略於高低成就的學生在學習英語單字進步情況有差異。(五)由校正式學習策略的預估英文單字成績將趨近於實際成績。最後，根據本研究結果加以討論，研究者提出實用性建議與理論性建議以供相關教學者與後續研究者作為相關實務與研究參考。

“Vocabulary” is a basis start to learn English. In Taiwan, the phenomenon of two-peak English achievement is common, and often followed by the feeling, anxiety. If teachers can use an efficient strategy, it will make learning better. The present study is to use “calibration” to help students to predict scores and learn actively during the process. This study aims to find the interrelated factors of English vocabulary learning in ninth graders. A total of 110 participants in a junior high schools in New Taipei City were recruited and asked to use the calibration strategy to predict test scores before English vocabulary quizzes for 12 times. The study also investigated the relationship between cognitive load as well as meta-cognitive and score progress amount in English vocabulary learning, and further the effect on the English learning interest. The study was held for 7 weeks, which included for 12 times of calibration recordings, and the content of Unit 4, Unit 5, and Unit 6 from ninth grade English textbook by Han Lin.
This study used the calibration recordings and four survey instruments, which employed Learning English Anxiety Scale, Meta-cognition Scale, Cognitive Load Scale, and Learning Interest Scale. Time Series Forecasting Method according to the 12 times of calibration recordings was used to analyze the process procedure. In addition, this study explored whether the factor of gender would present different score progress amount or not. The results of four survey approaches would be analyzed in the way of partial least squares path modeling (PLS-PM). The four results were as follows:
1. Students’ genders made no difference in English leaning with the calibration strategy.
2. Students with different cognitive load would lead to direct positive effect in English learning with the calibration strategy.
3. Implementing the calibration strategy would promote learning English interest.
4. It would be different progress between high-achievers and low-achievers in English vocabulary learning with the calibration strategy.
5. The predicted scores and the real scores will be more and more coherent with the calibration strategy.
Finally, these findings were further discussed and suggested as pedagogical suggestion and theory suggestion which provided some useful information to do more practical teaching and further research.

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