由於電腦科技之普及化，許多英語教師已開始規劃在既有的教學課程中融入網路課程。因此，在如此多樣化的網路課程中，如何規劃與適切融入現有英語課程，已成為重要研究議題。本行動研究主要在提供：英語教學教師研究者結合Active Reading網路英語閱讀課程為課外練習活動與學生閱讀策略的使用，並評估學生對此網路練習的整體看法與意見。因應課程需求，以選修大二閱讀指導學生為研究對象，邀請參與為期一學期的網路Active Reading閱讀課程。資料分析與收集包含：GEPT中高級閱讀測驗成績、網路閱讀策略與網路練習問卷（Anderson, 2003）、學生反思報告和訪談等。研究發現此研究中，以英語為外語的台灣大學生閱讀策略使用為中等程度之頻率。其次，在根據學生GEPT閱讀成績劃分成中低與中高兩組比較之後，英語能力較高學生反應出運用較多的整體性閱讀策略，兩組差異達顯著之差別。此外，問卷資料中顯示，學生對網路課程設計、教學模式、評量方式與整體成效方面，多持正面態度。文末則針對未來研究方向提出建議。
Due to the prevalence of computer technologies, numerous language teachers have begun to integrate online language learning programs into the existing curriculum. Hence, studies on how to integrate a wide array of online language learning programs into the existing curriculum appropriately have become essential in EFL learning context. The current action research study aims to investigate Taiwanese college students' perception of the effectiveness of ”Active Reading” (Clarity English, 2009) and reports on the students' use of reading strategies. Students enrolled in an elective 2-credit Sophomore Guided Reading course were required to take part in ”Active Reading” for one semester. High-intermediate GEPT Reading Test scores, online reading strategy surveys (Anderson, 2003), student perceptions of Active Reading surveys, self-reflection and student interviews were collected for analysis. Findings indicated that EFL university students reported a moderate use of reading strategies. After students were divided into low-intermediate and high-intermediate proficiency groups by their GEPT Reading Test scores, students of high-intermediate English proficiency were reported to use more global reading strategies than students of low English proficiency at a significant level. In addition, results from the surveys and interviews revealed that most students responded positively toward the overall design, instruction and curriculum, assessment, and effectiveness of ”Active Reading”. The paper concludes with suggestions for future research.
