本研究旨在探討科技融入國小高年級英語學習扶助課程方案對學生學習成效之影響。本研究採行動研究法，歷時九週，課程以每週一節、每節四十分鐘方式實施，課程由研究者與英語教師共同設計，研究場域為富米國小（化名），對象為參與英語學習扶助之五、六年級學生共七名。
研究工具包含訪談紀錄表、教師省思札記、協同教師觀察紀錄與課堂錄影等質性資料，課程過程中運用學習扶助科技化評量系統，並導入HiTeach與Kahoot!等科技工具，以提升學生參與度與學習動機。
研究資料來源包括科技化評量系統成績、課堂觀察、教師省思札記與訪談紀錄等質性與量化資料。研究結果臚列如下。
一、課程發展出「導入－統整－互動－回饋－補救」之教學流程，教師能有效整合數位工具並進行差異化教學調整。
二、學生學習動機與參與行為顯著提升，HiTeach 即時互動與匿名答題功能有助於降低焦慮、提升參與感。
三、學生整體學習成效進步顯著，前後測平均成績成長20分，尤以語詞理解與常用語應用向度提升最明顯。
四、教師數位教學信念與 TPACK 整合能力獲得強化，能靈活應用教學數據進行即時補救與教學調整，並發展出以學習歷程為核心之課程設計觀。
最後依據研究結果提出建議：一、教學現場應依學生差異設計階段式教學流程並強化口說練習機會；二、學校層面應建立穩定數位教學環境與教師共備制度，支持教學實踐與專業成長；三、未來研究可擴大樣本與研究場域，並追蹤學生長期學習歷程，以驗證科技教學之持續性效益。

This study explores the impact of technology-integrated remedial English instruction on the learning performance of upper-grade elementary students. Using an action research approach, the nine-week study was conducted at Fumi Elementary School (pseudonym) in Hsinchu County, involving seven fifth- and sixth-grade students. The curriculum, co-designed by the researcher and an English teacher, incorporated digital tools such as HiTeach and Kahoot! to boost engagement and motivation. Data sources included assessment results, classroom recordings, reflection journals, and interviews.
Main findings include:
1.Development of a five-phase instructional model—Introduction, Integration, Interaction, Feedback, Remediation—that supported differentiated instruction.
2.Significant improvement in student motivation, participation, and learning performance, especially in vocabulary and everyday language use.
3.Enhanced teacher competence in integrating technology and pedagogy, with growth in TPACK and reflective practice.
Recommendations are as follows:
1.Design stage-based, learner-centered instruction with increased oral practice.
2.Provide reliable digital infrastructure and support professional learning communities.
3.Conduct future research with larger samples and longitudinal tracking to assess long-term impact.