本研究主旨在瞭解正念課程融入英語教學以提升國小四年級學童專注力與英語能力之成效。研究方法採「不等組前後測」之準實驗設計及質性的訪談記錄。在量化方面，測量方式以「多向度注意力測驗」以及「期中期末英語科評量」為測量工具，以獨立樣本單因子共變數分析進行資料考驗。在質性方面，以觀察和訪談探討學生的改變情形，有「教學活動省思札記」、「正念日記與正念活動學習單」、「學生回饋表」和「教師與家長訪談大綱」等資料，輔助探討實驗的效果。研究對象為台中市某國小之四年級學生，共兩班54人，一班為實驗組，接受為期八週，每週兩節課（每節課四十分鐘）的「正念課程融入英語教學」之教學設計；控制組則未接受實驗處理。 本研究的主要發現如下：一、正念課程融入英語教學對增進實驗組學生的選擇性注意力達顯著效果。二、正念課程融入英語教學對增進實驗組學生的分離性注意力、持續性注意力和英語學業成就均未達顯著效果。三、實驗組師生及家長對於注意力訓練方案能增進學生的注意力與英語能力，皆持正向且肯定的回饋。四、從訪談及觀察記錄中顯示實驗組學生在專注力以及英語學業成就有進步。 研究者根據研究結果提出建議，供家長、學校輔導工作及未來研究之參考。 The purpose of this study is to investigate the effects of mindfulness matters integrated into English teaching on elementary fourth graders for developing attention and English abilities. This study adopts the non-equivalent group pre-test/post-test design of quasi-experimental designs as well as adopts the data analyzed through qualification statistics analysis and interviews. The instruments for measuring the effects were “Multi-dimensional Attention Test” and the students’ scores of English Mid-term and Final. The data was analyzed through one-way covariance analysis. Furthermore, there are some qualitative data such as the teach self-reflection journal, the students’ course feedback questionnaire, the worksheet of mindfulness, and interview with teachers and parents, etc. These data are used to probe into the improvement of students’ attention and English abilities. The experiment samples are from two elementary fourth graders in Taichung City. The experimental group was treated with 8 week of mindfulness matters integrated into English teaching, 40 minutes a session and two times a week. The control group participated in the generally sessions.The findings of this study are listed as follows:1. The effects of mindfulness matters integrated into English teaching on improving selective attention of experimental group students were showed significant exhibition.2. The effects of mindfulness matters integrated into English teaching on improving divided attention, sustained attention and English academic achievement of experimental group students were showed no significant exhibition.3. The experimental group students and their teachers as well as their parents had positive feedback about the effects of mindfulness matters integrated into English teaching on improving students’ attention and English abilities.4. The experimental group students were showed improvement on attention and English academic achievement from the data of qualification statistics analysis and interviews. Based on the finding of this study, several suggestions are provided for parents, school guidance and further research.
