此研究旨在調查英語教師如何藉由科技來重新規劃英語課程以及探討其成 果。三名英語教師與其學生參與了為期一年的縱貫性質化研究。透過教師訪 談、教師日誌、學生訪談與學生問卷等研究工具，此研究調查了教師重新規劃 課程之外顯與内隱信念與過程，同時也探索了學生對重新規劃課程之看法。結 果顯示教師心態為執行科技融入教學主要之困難，亦及教師一旦習慣特定教學 方式，就較少嘗試其他教學設計。儘管如此，參與研究的教師還是認為需要改 變教學方式，並採用新興的科技工具以活化教學、增強自我解決問題之能力。 而在學生方面，他們認為將科技融入課程對他們的學習帶來好處，例如：增加 了使用網路上豐富資源的機會與科技在學習上所帶來的新鮮感。最後，參與此 研究之學生對於科技融入課程抱持著正面的態度並且期望未來能參與更深層之 科技輔助英語課程。

This study investigated how teachers took advantage of ICT for blended learning and conducted the process of designing courses, along with the effects of ICT integration on promoting learning engagements. Three teachers were involved in this one-year longitudinal qualitative study. An interview approach was adopted to gauge the teachers5 implicit and explicit rationales for designing the courses. In addition, teachers kept journals to record how they integrated ICTs in their English classes and to reflect on what they regarded as necessary redesigns for improving instruction. Finally, students were interviewed and surveyed to examine the perceived effects of the ICT-integrated courses on promoting English learning outcomes. The results showed that the mindsets of teachers emerged to be one of the major difficulties in the integration of ICT. When teachers were used to a certain style of lecturing, bringing in changes was challenging. The main change for teachers to make was becoming receptive to new ICT products that they thought could assist their teaching. It became beneficial for teachers to acquire troubleshooting and problem solving knowledge to combat common technical issues that occurred. As for students, they agreed that the introduction of ICT into their lectures brought merits to their learning because of the chances to explore the vast amount of resources the Internet offered and the thrill of learning through a new method. Thus, the participating students demonstrated positive attitudes towards ICT integration in class and anticipated further implementation of ICT in future classes.