本計畫透過質性研究方法與量性研究之問卷，探討整合兒童文學與多模態教學之英語學習。研究計畫之對象為22位台中地區某私立大學之非外文系學生、與一位旁聽之學校職員，研究課程為2007年上學期由研究老師授課之「兒童文學導讀」選修課。計畫目的是希望探討兒童文學整合多模態英語教學之上課效果，藉由探究上課成員對此結合多模態教學之文學課程各項活動與教材之反應，進一步探討英語教學與兒童文學課程的多面性。主要研究問題包含：（1）上課成員對上課中體驗之各類多模態文本之反應？；（2）上課成員對此整合兒童文學與多模態教學的各類教學活動之反應？研究資料包括期末由學生所填寫之問卷、教師教學記錄、學生期末學習心得、學生訪談等。本研究結果顯示大多數上課的學員對課堂上的教學抱持正面態度。首先，透過多模態教學的文學課程，的確可以讓學生提高學習興趣，因為上課採取各種可能的表達方式，結合不同的元素，例如音樂與影像。第二，上課的各種結合多模態的活動，可以讓學生更加瞭解、探索各種與切身有關的社會議題，例如多元觀點、性別認知、身份認同等。本研究也顯示透過多模態呈現出來的兒童文學課程，可以變成批判反省式之媒體語言學習活動，也就是透過語言整個學習過程，不僅可以幫助學生在聽說讀寫各方面有進步，更可以裨益學生更加認識自我於社會上扮演的各角色，達到透過語言學習社會化的目的。

This study was aimed at filling the gap between theory and practice in EFL instruction in Taiwan by teaching children’s literature and using multimodal pedagogy. Two research questions were addressed: (1) How did the classroom participants respond to the texts of children’s literature used in the classroom? (2) How did the classroom participants respond to the application of multimodal pedagogy in a literature-based classroom? Participants were twenty-two non-English majors and a female university employee in a literature-oriented class drawing on multimodal pedagogy. Data resources included a questionnaire, instructor’s teaching entries, students’ reflection papers, and interviews with nine participants. The results show that most students displayed a positive attitude toward the instruction in the class, and that a literature-oriented classroom based on multimodal pedagogy actively engaged students in various activities which made use of different types of communication. Also, findings show that classroom activities helped students raise their awareness of social issues concerning their lives and society. Teaching children’s literature through different modes of expression can lead to critical media literacy, which helps students not only develop their language skills but also better understand themselves in relation to the society in which they live.