世界各國紛紛將科學、技術、工程、數學（STEM）列為重要教育目標，並強調科學跨領域能力的培養。STEM教育擴大學習層面，學習解決問題，可進行較高階的思考。然因STEM以科學為導向，忽略人文藝術的價值，故有學者建議將STEM擴展為STEAM，以做更全方位的學習。近年已有先驅學者將STEM的無人機課程與人文藝術領域結合，大幅提升學生學習興趣和成效。因此，本研究透過「STEAM無人機組裝暨飛行」的科技教育，在自然的學習情境中培養英語能力。本研究採取準實驗研究設計，將參與STEAM課程的兩組學生，隨機分為實驗組和對照組，兩組學生接受無人機科技教育，惟實驗組在無人機教學時融入英語教學，而對照組則以母語進行教學。研究結果顯示，結合英語的無人機課程，可顯著提升學生英語的能力，但在學習態度、學習興趣、學習模式以及科技接受度上，兩組並無顯著差異。另外，融入英語課程的無人機教學模式雖然增加了學生的認知負荷，但是在高度學習動機驅使下，仍獲得良好科學及語言雙效學習成果。

Many countries recognized the importance of science and technology and began to include math, engineering, science, and technology (STEM) into the nation’s educational plan, stressing the vital role of the interdisciplinary capability in education in STEM. STEM is prone to problem-solving, demanding high-level critical thinking skills and analytical skills and resulting in better learning efficacy. However, STEM focuses on the mastery of science subjects and tends to neglect the vital impact and values of arts. Therefore, scholars have suggested adding A (arts) into STEM. Several pioneers attempted to integrate language arts with STEM unmanned aerial vehicles and successfully enhanced students’ learning. This research study aimed to cultivate students’ science knowledge, English ability as well as active learning attitude toward science. The study adopted a quasi-experiment study design. The results of the study indicated that integrating English into STEAM education with drones greatly increased children’s English skills.