本研究旨在探討多元智能英語教學模組對國小三年級學童的英語學習興趣與學習成效之影響。研究者採用不等組前後測實驗設計，以花蓮縣立平平國小與華華國小（化名）三年級學生為研究對象，實驗組設計多元智能英語教學模組進行八週，每週兩節，每節四十分鐘之實驗研究；控制組以一般英語教學法進行。研究發現：1.「多元智能英語教學模組」和「一般教學模式」對國小三年級學生英語學習興趣有顯著差異。實驗組在學生英語學習興趣量表的得分顯著高於控制組。多元智能英語教學模組有助於提高學生的英語學習興趣，學生樂於參與活動，低成就的學生在同儕的協助下，也願意開口說英文，提高學習的意願。2.「多元智能英語教學模組」和「一般教學模式」對國小三年級學生英語學習成效有顯著差異。實驗組在學生英語能力檢核測驗得分顯著高於控制組。實施多元智能英語教學模組，學生覺得容易學習，並能主動發問，學習態度積極，願意不斷的在活動中練習，達到學習效果。

The purpose of this study is to explore elementary school third graders' interest and achievement of English learning. The pretest-posttest non-eguivalent group design was adopted. Experimental group has been arranged receiving Multiple Intelligences Teaching Module for eight week forty minutes per class. The control group received regular English teaching. The results of this experiment are as follows: First, there was significant difference on English learning interest between the experimental group and the control group. There were influences of Multiple Intelligences Teaching Module in students' English learning, and they were willing to participate in activities during classes. In this learning environment, students with low achievements are willing to speak English and their learning motivations are encouraged. Secondly, there was significant difference on English ability test between the experimental group and the control group. When implementing Multiple Intelligences Teaching Module in classes, students became easier learners, more active in asking questions, more positive in learning attitudes. They were willing to practice during activities to reach their achievements.