本研究旨在探討讀者對文章主題的興趣是否會影響其在英語作為外語（EFL）學習中的詞彙參與行為。與以往主要關注詞彙學習結果的偶然學習研究不同，本研究強調在閱讀過程中觀察詞彙參與行為。研究採用了準實驗設計，涉及50名來自桃園永豐高中的二年級學生，這些學生被分配到實驗組或對照組。實驗組閱讀與其表達的個人興趣相關的文章，而對照組則閱讀與其興趣無關的文章。 本研究觀察了六種詞彙參與行為，以檢視主題興趣對學習者詞彙參與的影響。這些行為包括閱讀連貫性、單字查詢頻率、使用字典的多樣性、詞彙知識查詢的範圍、標註行為和筆記行為。為了探討英語水平與實驗組和對照組之間的交互效應，採用了ANOVA分析方法。儘管實驗組和對照組的學生來自不同的英語水平，分析結果顯示，英語水平與實驗組和對照組之間並無顯著的交互作用。 結果顯示，對主題有較高興趣的學生在特定行為上表現出顯著更高的參與度，特別是在單字查詢頻率和詞彙知識的延伸查詢。此外，低水平學生在字典使用多樣性方面也顯示出比高水平學生更高的參與度。綜合來看，這表明低水平的英語能力並不會影響字典的使用，且主題興趣可以激勵各個程度的學習者更深入地參與詞彙學習。這些發現提供了實證證據，表明學生對閱讀材料的興趣可以增強其在EFL學習中的詞彙參與。 ;This study investigates whether readers′ interest in the topic of a passage influences their engagement with vocabulary in English as a Foreign Language (EFL) learning, focusing on vocabulary engagement behaviors during the reading process rather than on vocabulary learning outcomes. A quasi-experimental design was implemented with 50 second-year students from a high school in Taoyuan County, Taiwan who were divided into experimental and control groups. The experimental group read passages aligned with their interests, while the control group read passages unrelated to their interests. Six types of vocabulary engagement behaviors were observed: reading continuity, word lookup frequency, diversity of dictionaries used, extent of vocabulary knowledge queries, highlighting behavior, and note-taking behavior. An ANOVA was used to examine potential interaction effects between English proficiency and group assignment, revealing no significant interaction. The findings showed that students with higher topic interest demonstrated significantly greater engagement in the behaviors word lookup frequency and extended vocabulary searches, while lower proficiency students exhibited greater dictionary usage diversity compared to higher-level students. These results suggest that lower proficiency does not hinder dictionary usage and that topic interest motivates learners across proficiency levels to engage more deeply with vocabulary, providing empirical evidence of how interest in reading material enhances vocabulary engagement in EFL learning.
