語言學習者的學習興趣對學習成果影響很大是個週知的事實，而如何能增進語言學習者的學習興趣及學習動機對語言教師們一直是努力追尋的目標。為了解語言學習者學習興趣不足的原因，執行本研究之教師對一個五專二年級必修英文閱讀的班級進行實驗教學，本研究用了兩份問卷以了解教室氣氛對學生學習興趣的影響、學生對學習者自學及合作學習的認知及評估學生在傳統語言課及實驗課程下，學習興趣及閱讀自信程度的差異。結果顯示學生很喜歡自學的經驗，而且實驗教學下，學生的學習興趣也明顯增加了，學生因此成為更有自信的自學者。此實驗教學之研究成果希望能成為有心增加語言學習者學習興趣及期許學生獲得終生學習技巧的語言教師之參考。

It is a well-known fact that language students’ interest in learning greatly impacts learning results. The different ways in which the students’ interest and motivation can be increased has long been an issue among language instructors. In order to determine the relationship between classroom climate and language students’ learning interest, as well as the causes of inadequate learning interest, the researcher conducted an experimental teaching class with a group of compulsory English reading students. This study used two questionnaires to address students’ perception of learning autonomy and collaborative learning. The questionnaire also evaluated the differences between traditional direct instruction and experimental instruction, and their impact on students’ interest and their reading confidence. The results
revealed that students’ interest increased significantly and that they enjoyed the experience of learning autonomously; consequently, students became more confident in their ability to be autonomous. The results of this teaching experiment could serve as a reference for English instructors seeking to increase students’ learning interest and could enable students to acquire life-long learning skills.