在面臨台灣大學學測入學考的壓力下，大部分的高中生都專注在如何正確地回答大考考題。幾乎沒有針對學生自主學習發展結合科技內容的研究。因此，以英文為外語學習的高中學生的自主學習科技內容知識的重要性被低估了。此研究主要是在探索「學生的學習知識針對如何運用自主學習能力學習科技英語」和「學生對行動輔助語言學習的工作坊看法如何」等答案。
此研究主要是研究參加為期六週工作坊的某台灣高中生的學習知識。三十五名高中生參加了這項研究。在為期六週的工作坊中，他們接受了培訓，包含如何使用課堂上介紹的幾個應用軟體以及需要填寫六週後的工作坊問卷。
本研究結果顯示，（一）學生的科技學習知識能力很強，而自主學習的知識仍不足。（二）學生對於行動輔助語言學習的工作坊有正面的回應因為他們認為工作坊的內容可以增進他們的英文能力。根據研究發現，本研究鼓勵教師在課堂上強化學生的自主學習能力且如果時間允許，應舉辦類似的工作坊。

Being under the pressure of facing the University Entrance Examination in Taiwan, most senior high students concentrate more on answering the test paper’s questions correctly. Almost no research has focused on developing and integrating the Technological Learning and Content Knowledge (TLCK) associated with self-regulatory learning in high school students. The importance of the TLCK of English as a Foreign Language (EFL) students influencing the development and success of their English learning was therefore underestimated. The study sought to find out the answer to the research question of “How will students enact their knowledge about learning English autonomously with technology,” and “What are students’ perceptions about the Mobile-Assisted Language Learning (MALL) workshop?”
The current study aimed to examine the TLCK of a class of senior high school students participating in a 6-week MALL workshop in Taiwan. Thirty-six students in senior high school participated in the study. During the 6-week workshop, they received training, including how to use several mobile applications introduced in class, and answered the questionnaire after the 6-week workshop.
The results showed that (1) students’ technological knowledge was strong while their self-regulated learning knowledge was left to be desired. (2) Students’ perceptions of the MALL workshop were positive because they thought the content of the workshop could help them promote their English skills. Based on the findings, this study encouraged teachers to enhance students’ self-regulated learning skills in class and hold the workshop if time permits.

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