本研究旨在探討台灣家長對幼兒使用不同形式的繪本學習英文的觀察與看法。不同形式的互動繪本是一種結合文字、圖片、聲音和互動元素的多媒體教材，被認為對幼兒語言發展和英語學習有正面影響，而參有數位感官體驗的互動繪本並不普及於台灣家庭，多數家庭並不支持幼兒使用數位學習，另更有經濟能力的家庭會直接選擇雙語或全美幼兒園來幫幼童的英文打底，想要孩子英文底子好又不想要數位危害的家長該何去何從呢?本研究採用質性研究方法，以自我民族誌(Autoethnography, AE)的方式，針對我與我三名兒女使用不同形式繪本親子共讀學英文的日子做觀察紀錄。
自我民族誌探討我對幼兒使用不同形式的繪本學習英文的態度，在觀察過程中，體認到互動繪本為幼兒提供了豐富且有趣的學習體驗，能夠吸引幼兒的注意力並激發他們對英語的興趣。然而，也有提及一些擔憂和反思。擔心幼兒過多的使用電子互動繪本，除了會影響視力保健之外，亦可能使幼兒過度依賴電子設備，影響其實際閱讀書本的能力以及專注力。除此之外，我還會關注不同形式繪本的內容是否符合教育及道德專業標準，擔心可能會出現不雅的語詞會影響幼兒身心的發展。這些擔憂都在在影響著使用互動繪本的頻率，以確保其對幼兒的英文學習產生正面的影響。

This study aims to explore Taiwanese parents' observations and opinions on preschoolers learning English through different forms of picture books. Different forms of interactive picture books are multimedia materials combining text, images, sounds, and interactive elements, believed to have a positive impact on preschoolers' language development and English learning. However, interactive picture books with digital sensory experiences are not widely used in Taiwanese families, as most families do not support preschoolers using digital learning. Moreover, more financially capable families may choose to directly enroll their children in bilingual or American preschools to lay a good foundation in English, without exposing them to potential digital harm. What should parents who want their children to have a good English foundation but also want to avoid digital risks do? This study adopts a qualitative research method, using autoethnography to observe and record the days when I and my three children engage in parent-child reading with different forms of picture books to learn English.

Autoethnography explores my attitudes towards preschoolers learning English through different forms of picture books. During the observation process, I recognized that different forms of interactive picture books provide preschoolers with rich and enjoyable learning experiences, attracting their attention and stimulating their interest in learning. However, some concerns and reflections were also mentioned. I worry that excessive use of electronic interactive picture books may not only affect vision health but also lead preschoolers to rely too much on electronic devices, affecting their actual ability to read physical books and their concentration. Additionally, I also pay attention to whether the content of different forms of picture books meets educational and moral professional standards, fearing that inappropriate language may affect preschoolers' physical and mental development. These concerns affect the frequency of using different forms of interactive picture books to ensure their positive impact on preschoolers' English learning.

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