本研究旨在利用Keller（1983）阿課思（ARCS）模式的教學策略，設計英文課程及改進英文教學，以美和技術學院83位英文重修生為研究對象，探討ARCS對其學習動機之影響。 傳統的教學模式大多受限於既定的課程教材內容，以教師為中心的精熟式學習。然而，現今教育最迫切需要解決的課題之一，乃是應以學生的想法為主，教師的角色為幫助者、輔導者，而不再只是扮演講授者的角色。ARCS模式之所以受到教育學者的重視，乃是因為它能以學生的學習需求為需求，提昇學生學習的動機。然而過去之文獻大多在談論理論架構，較缺乏實際運用於教學情境的方法，更遑論將ARCS模式運用在提昇英文學習動機上，因此本研究即以此為主題加以探討。研究的重點放在運用ARCS動機模式的設計的教學活動，以及對學生學習英文的動機之影響，研究結果顯示ARCS教學模式確能提昇英文重修生之學習動機。

This research employs Keller's ARCS motivation model to design English course and to improve English teaching, taking the English repeated students at Mei-HO Institute of Technology as the subjects, to investigate the influences of the ARCS motivation model on their learning motivation. Traditional teaching model usually is constrained to the certain curriculum design, employing the mastery-learning base on the teacher centering. However, the most urgent work for modern education should focus on the students themselves. The role teachers should play is a helper instead of lectures only. The reason why ARCS are so popular among education researchers is that it takes students' demands as the main appeal to upgrade the learning motivation of students. Regretted, most of the previous literature focus on the theoretical structure instead of application of the teaching methods in the real teaching situation thus motivates this study. This research focuses on the investigation of the influences of students' learning motivation by means of the ARCS model. The results indicate that ARCS model has great help on the learning motivation of remedial students.