高職學生的英文閱讀能力和閱讀動機普遍比高中生低落，然而，在這個科技發達的時代裡，全世界宛若地球村，身為國際語言的英語在國際化趨勢中顯得格外重要了，因此，如何激勵高職生學習英語也成為重要的課題。近二十年來，美國流行的平衡閱讀教學，是融合全語言教學和字母拼讀教學的教學取向，研究證實其有助學生的學習，因此，本研究嘗試規劃平衡閱讀教學課程，結合讀本和技巧教學，進而探討此平衡閱讀教學課程對學生閱讀成就與閱讀動機之影響。研究對象為南台灣郊區學校的 66位高職學生，WRAT3 測驗用來測試學生的閱讀成就改變之情形，包含閱讀分測驗和拼字分測驗，MRQ 測驗用來測試學生的閱讀動機改變之情形。結果發現，經過實驗教學之後，實驗組學生在閱讀測驗和閱讀動機顯著高於控制組學生，但是在拼字分測驗未達顯著差異。此外，根據研究結果提出相關研究建議，以供參考。

Vocational high school students have been reported to have lower English reading ability and reading motivation than senior high school students. Consequently, how to stimulate the vocational high school students’
motivation to learn English becomes an important issue.In the past two decades, balanced reading instruction has become popular in the United States, and many studies have shown its positive effect on students’ learning. In this study, the researchers designed a balanced reading program combining the phonics instruction and the whole language approach for students in a rural vocational high school in southern Taiwan, with an aim to investigate the effects of instructional program on students’ reading achievement and reading motivation. Sixty-six vocational high school students participated in this study. The Wide Range Achievement Test III was administered to measure students’ reading competency and spelling competency. The Motivation for Reading Questionnaire was the tool for determining students’ change in reading motivation. The results from the experimental study showed that the experimental group scored significantly higher than the control group in the motivation surveys and the reading tests, but there was no significant difference between the spelling performances of the two groups. Based on the findings, several suggestions were provided for reading instructors and researchers.