在臺灣日間部應用外語系大一新生的「英文文法課」裡，兩個班級的學生同時參與「文法e 繪本創 作（GRePBC）」的活動，該活動目的是讓學生透過多媒體媒介，學習英文文法和培養創意(批判)思考能 力。本研究旨在發掘119 名新生對此項活動的反應，並聚焦於兩個議題:(1)應外系新生如何從英文文法學 習的角度回應「文法e 繪本創作（GRePBC）」?和(2)應外系新生如何從創意(批判)思考的角度回應「文法 e 繪本創作（GRePBC）」?本研究的資料來源，包含一項6 級分的問卷、學生的學習心得報告，以及他們 的「e 繪本」。研究結果顯示，119 名新生約有90%傾向認為「文法e 繪本創作（GRePBC）」活動有助於 他們學習英文文法，將近93%的新生認為這項作業提升了他們的創意(批判)思考能力。此外，許多學生認 為他們使用軟體的能力有所增長。因此，期待感興趣的老師在他們教學中運用這樣的活動，幫助學生們 提升英文文法的知識、創意(批判)思考能力和多媒體能力。感興趣的研究人員不妨在未來更進一步研究關 於GRePBC 的活動，在研究、理論與教學的相關領域造就更宏偉的貢獻，諸如兒童文學，創意(批判)思 考素養，以及多媒體技能等。

In an English Grammar course, a Grammar-Related e-Picture-Book Creating (GRePBC) assignment was given to two classes of Taiwanese day-school AFL (Applied Foreign Languages) freshmen for learning about English grammar and developing critical thinking through technology. The center of this study was on the 119 freshmen’s responses to such an assignment. Two research questions produced to motivate the current study were: (1) How did the AFL freshmen respond to Grammar-Related e-Picture-Book Creating (GRePBC) from the perspective of English grammar acquisition? and (2) How did the AFL freshmen respond to Grammar-Related e-Picture-Book Creating (GRePBC) from the perspective of critical thinking? The sources of data included a 6-point-scaled questionnaire, the students’ reflection papers, and their e-picture-books. The results of the study indicated that an estimated 90% of the 119 freshmen tended to agree with the effectiveness of the GRePBC assignment in helping them learn about English grammar and approximately 93% agreed that the assignment boosted their critical thinking ability. Further, many students believed that they increased their software literacy. As such, interested instructors may employ the assignment in their teaching contexts to enhance their students’ knowledge of English grammar, critical thinking ability, and multimedia literacy; the interested researchers may work on further studies concerning the GRePBC assignment to make a magnificent contribution to the research, theory and instruction of relevant fields, such as children’s literature, critical literacy, and multimedia technology.