現今的語言教育研究當中，除了引進新穎科技在學習空間的布置當中，亦有大 量的研究著重在妥適的應用多媒體來設計教學。除了探討多媒體教學中需要融入的要 素，言語教師也關注影響學習成效的個體差異 (individual differences) 因素。在這些個 體差異因素中，個人學習風格是目前最為關注的一項因素，但很多研究學者仍對這差 異頗巨的研究結果存疑。在使用科技來達成多元風格的教學前提下，本研究考量學習 風格在採用多媒體幫助學習外國語言的成效。研究對象為一百六十位主修英語的大學 生 (包含八十位聽覺學習者與八十位視覺學習者)，分配至四個英文影片學習情境，(1) 有字幕的動態影片(2)無字幕的動態影片(3)有字幕的影像集(4)無字幕的影像集。學習成 效的評估分為直接以及事後測試.分數顯示聽覺學習者不管在有沒有標題字幕的情況下， 學習成效都是比較穩定的。相對的，視覺學習者就很依賴字幕標題的呈現。另外，在 無字幕協助的情況下，聽覺型學習者表現更顯著地勝過視覺型學習者.。根據結果，我 們可以得到下列結論，學習風格確實存在，而字幕標題的導入能提升外語學生的學習 理解，以及靜態背景對於學習者是更有幫助的。

In line with the plethora of multimedia materials in language education, besides introducing new technologies to language classrooms, there have been an increasing number of studies targeting the optimal design of such media in multimedia instruction. In particular, aside from exploring what components should be included, educators are also concerned about individual difference (IDs) factors that moderate the efficacies of those designs. Among various IDs factors, learning styles are possibly the most popular among practitioners, and yet they are being questioned by researchers due to the inconsistent results in the huge body of research. On the premise of differentiated and personalised instruction made possible by technology, this study foregrounds learning styles in exploring the efficacy of various video designs for foreign language listening. A total of 160 English-major college students (80 auditory and 80 visual learners) were equally assigned to four learning conditions with English videos, which varied in terms of backgrounds (i.e. recorded footages or image sequences) and captions (i.e. with or without captions). Specifically, the four versions of videos were (1) captioned-dynamic-video, (2) non-captioned-dynamic-video, (3) captioned-image-sequence- video, and (4) non-captioned-image-sequence-video. The learning outcomes were evaluated by immediate and delayed post-tests administered in three learning sessions. Results revealed the evidence for the moderating roles of learning styles in FL listening comprehension. Whilst auditory participants performed stably with or without captions, the visual participants’ scores were dependent upon the presence of captions. The impacts of learning styles were more apparent in non-captioned video conditions, in which the auditory participants significantly outperformed the visual participants. In addition, captions were found to assist all FL learners in enhancing their listening comprehension. Moreover, the static background seems to be more beneficial to learning, especially for auditory learners. Implications for language education are also discussed.

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