本研究旨在探討學習者在應用數位閱讀標註系統進行閱讀輔助學習時，不同認知型態與標註品質對於閱讀學習成效是否具有影響或關聯，以瞭解不同型態的學習者在數位閱讀標註系統上的閱讀成效表現差異，以及不同層次品質之標註對於閱讀成效是否具有影響。研究結果顯示學習者在進行英文文本標註時多從事較低層次思考的簡易標註，顯示學習者在閱讀外國文本時以理解英文單字為主；其中視覺導向的學習者在簡易標註與整體標註行為上較文字導向的學習者具有較佳的表現。研究更顯示學習者使用標註的型態與其學習成效具有關聯，但簡易標註對學習者的表現卻有負面的影響，深究原因為多從事簡易標註的學習者其對文本的理解多著重於表面的文意，甚少針對內容進行批判思考與分析，使其學習成效不彰。此外，透過本研究發現教師在進行以數位閱讀標註系統為輔的閱讀活動時，應特別強化對於文字導向型態學習者的輔助，同時應避免學習者停留在使用較低層次之簡易標註，應鼓勵學習者多從事諸如連結與整理等較高層次的閱讀標註。

While more and more digital-based texts have been to a great extent replacing paper-based texts in the modern reader’s reading activity, the use of digital annotation system could significantly revolutionize the reader’s reading habits. This research aims to clarify how cognitive style and annotation quality may affect reading performance while a digital annotation tool is applied to reading activity. Research results show that most annotations made by our research subjects mainly fall under the category of “simple annotation,” which consists of a large amount of translations and textual explanations. The finding implies that the general reader’s reading of texts written in foreign languages tends to focus on vocabulary comprehension as their top priority. Our research also discovers that under both categories of “simple annotation” and “integrity annotation,” research subjects belonging to visual-oriented cognitive style show better reading performance than those belonging to verbal-oriented cognitive style. Moreover, research results indicate that while “simple annotation” holds a majority in the reader’s reading activity, this way of applying an annotation tool inversely brings about negative effects on reading performance. Under the circumstances, the reader’s attention is primarily engaged by meanings on the textual surface rather than focused on reflective, analytical, and critical thinking of texts. This tendency towards a superficial reading of texts may logically explain the phenomenon that the general reader’s reading performance has not improved with transitions of educational stages. In view of the negative effects entailed in the limitation caused by applying simple annotations, our study suggests that educators should encourage students to try diverse annotation methods, such as “linking annotation” and “organizing annotation,” in their digital reading activity, for the purpose of motivating them to think deeply and independently as well as to enhance their interactions with critical issues in daily life.