專題導向學習（PBL）讓學生沉浸在真實、有目的的語言使用中，將英語 從學習科目轉變成與現實世界溝通的工具。透過反覆、有意義地學習使用目標 語言，PBL 有助於提升學生的溝通能力、批判性思考和解决問题的能力。此外， PBL 可將課堂延伸到自然的情境中，讓學生實際應用語言技能去完成有意義的 活動。在這項研究中，16 名學生首先在教室裡接受英語導覽的課程培訓，然後 再到台南六個旅遊景點進行實地導覽。本實驗研究包含六個階段：計畫、課堂 培訓、專業導遊現場英語導覽示範、 資料收集和編寫、學生現場英語導覽展演 及影片拍攝和成效評量。每位學生的導覽過程都被錄影製成短片作為最後的成 品，讓他們可以放入個人的學習歷程檔案中。問卷和訪談結果顯示，學生對於 這此項運用專題導向學習的課程有非常高的評價。他們表示這門課程除了提供 讓他們在真實情境使用英文的機會外，也提高了他們英文的學習動機和自主 性。再者，這項實驗性的專題導向學習課程未來還可以與台南市政府所提倡的 雙語政策進行雙向產學合作，藉由提升學生和居民的英語能力，增加台南在世 界的能見度，行銷台南本地的觀光至國際，創造雙贏。

Project-based learning in EFL contexts immerses students in authentic, purposeful language use, transforming English from a learning subject to a tool for real-world communication. Through repeated, meaningful engagement with the target language, project-based learning improves students’ communicative competence, critical thinking skills, and problem-solving skills. Moreover, project-based learning extends learning beyond the classroom, creating opportunities for students to apply their language skills in natural, context-rich environments. In this study, 16 students were trained to be English tour guides by practicing English tour guiding in the classroom and performing tour guiding in six Tainan tourist attractions. The whole project included six phases: planning, in-class training, professional demonstration of tour guiding, collation of information, student-guided tours and video production, and evaluation. Each student’s performance was videotaped, and each student created a personal portfolio. Survey questionnaire and interview results indicated overwhelmingly positive student perceptions of the project-based English course. Beyond offering authentic opportunities for English use, the innovative course also enhanced students’ learning motivation and autonomy. Future studies should cooperate with the Tainan City government to facilitate its bilingual policy, fostering international tourism and glocalization.

專題導向學習、做中學、英語導覽、EFL 翻轉學習、多模態

project-based language learning, learning by doing, English tour guiding, EFL flipped learning, multimodality