有鑒於技職體系學生的英文能力一直為人詬病，同時多益也成為大多數企業衡量員工英文能力的指標，因此本研究探討運用APP行動教材進行多益學習的可行性，並且從以下三項構面進行分析：(1)學生的性別、(2)學生的英文入學成績，以及(3)學生在APP行動教材閱讀的時間，來分析致理科技大學學生在APP行動教材的多益學習成果。本研究是以致理科技大學一年級學生作為調查及研究對象，針對APP行動教材運用在多益學習的測驗成績做分析，藉由男女性別、英文入學成績與閱讀時間，分為七個研究結果：(1)以男女性別之分析、(2)以英文入學成績之分析、(3)以閱讀時間之分析、(4)以性別與英文入學成績之分析、(5)以性別與閱讀時間之分析、(6)以閱讀時間與英文入學成績之分析、(7)以性別、閱讀時間與英文入學成績之分析。根據以上研究結果，作者也針對未來的研究提出相關建議，以作為後續研究的參考。以上的研究結果，希望可以提供給輔導多益的任課老師參考，作為未來老師在面對不同學生的性別，不同學生在APP行動教材閱讀時間，不同學生的英文入學成績情況下，提升學生多益學習的成果。

The English ability of students in the vocational system has been criticized by people, and TOEIC has also become an indicator of the English competence of most enterprises. Therefore, this study explores the applicability of TOEIC learning by using APP mobile materials, and analyzes Chihlee University of Technology from the following three constructs: (1) the student's gender, (2) the student's the entrance scores of English, and (3) the time when the student reads in the APP mobile materials. This research is based on the first-level students of Chihlee University of Technology as the survey and research objects. The study is made on the test results of the APP mobile materials used in TOEIC learning. The research results are divided into seven sections: (1) analysis by gender, (2) analysis by the entrance scores of English, (3) analysis by reading time, (4) analysis by gender and the entrance scores of English, (5) by Analysis of gender and reading time, (6) analysis of reading time and the entrance scores of English, (7) analysis of gender, reading time and the entrance scores of English. Based on the above research results, the author also put forward related suggestions as a reference for future research. The above research results can be provided to TOEIC teachers to improve the learning performance when they face the different gender of students, the different entrance scores of English of students, and the different reading time of students.