為了想要解決本校原住民學生英文能力低落到無法學習普通高中英文課程的問題，本文開啟了「計畫讀書」的研究，研究的目的是要讓學生學會計畫讀書，並且透過計畫讀書來提升學業成績並改善學習態度。
本文採取行動研究的方法，透過第一輪的計畫、執行、觀察和反思確立了計畫讀書和學習成就之間的正向相關。反思後的第二輪行動研究，旨在探究計畫讀書是如何提升原住民學生的學習成效？計畫讀書四個月是否能夠顯示原住民學生進步的幅度？以及原住民學生對計畫讀書的態度為何？
第一輪的行動研究始於2019年9月2日、終於2019年10月6日，第二輪的行動研究始於2020年2月25日終於2020年的5月29日；中間近五個月的時間，雖然沒有完整的正式紀錄，但學生仍然在我的指導下依照既定的讀書計畫來從事自主學習，而我在課堂中的角色一直是學生的課輔老師、教練和學習催化者；另一方面，我積極分析第一輪行動研究的資料、反省其過程，並完成第二輪行動研究計畫。
本文的研究對象為本校原住民實驗班的高一新生，第一輪有六個學生，第二輪只有四個女生。資料蒐集包括學生的所有小考成績、段考成績、四次的讀書計畫表、前後測成績、自編問卷、每日的觀察日誌，及訪談紀錄；資料分析則採用雙向細目表、趨勢圖、描述統計、檢核表，和內容分析法。
本研究發現有三：
1. 學生確實能透過計畫讀書而提升學業成就。
2. 四個月的時間足夠學生學會計畫讀書並且明顯提升學習成效。
3. 學生對計畫讀書給予正面和肯定的回應。
因此，本文獲致結論如下：
1. 引起學生的學習動機是很重要的元素；
2. 評估學生的起點行為是一定要做的；
3. 在教學之前老師一定要明白學生的特質；
4. 老師怎麼教、學生怎麼學和定期考試的內容要一致；
5. 老師應該著重學生的自主學習。
本研究也在文末提出本文的教育意涵和未來研究建議。

To solve the problem that low-achieved indigenous students in our school cannot engage in the English curriculum, this study triggered research on “study planning.” The purpose of this study is to make students learn study planning, through which students can enhance their academic achievement and improve their learning attitude.
This study employed two-spiral action research to plan, act, observe, and reflect. The first spiral showed a positive correlation between study planning and achievement. Reflected from the first spiral, the study aims at exploring how study planning will enhance the indigenous students'' academic achievement, whether four months can show how much they have improved, and what their attitude toward study planning.
The timeframes for the two spirals were September 2nd to October 6th, 2019, and February 25 to May 29, 2020, respectively. The interval between the two spirals was nearly five months, in which students still followed the “informal” study plans, without complete records, engaging in learner autonomy under my supervision. My roles in the classes were tutor, coach, and facilitator. On the other hand, I positively analyzed the data collected from the first spiral, reflected the whole process, and formed a new study plan for the second spiral.
The participants of the study were the senior-high-school freshmen enrolled in the indigenous experimental class. There were six students for the first spiral, only four female ones for the second spiral. Data collections included all of the participants’ quiz and exam scores, four-time study plans, pretest and posttest scores, the SLAQ, everyday observation journals, and interview records. Data analysis consisted of two-way specification tables, run charts, descriptive statistics, checklists, and content analysis.
This study has three findings:
1.Students can enhance their academic achievement via study planning.
2.Four months can show how much students have improved as a result of study planning.
3.Students give positive and affirmative reactions to study planning.
The derived conclusions are as follows:
1.To motivate students learning is one key element.
2.To evaluate the students’ entry behavior is inevitable.
3.Teachers have to understand students’ learning characteristics before conducting instruction.
4.Teachers have to align teaching with learning and periodical assessments.
5.Teachers need to focus on learner autonomy.
This study also provided its pedagogical implications and recommendations for future studies.