研究結果顯示：電子郵件融入國文科教學在段考成績上較有成效，此外，研究亦發現電子郵件的個別化學習特性對學生幫助最大，而互動性與合作學習則次之。 The study employed “teaching with e-mail” and “teaching without e-mail” methods for traditional and multimedia classes, which were sampled from the students in a public vocational high school to investigate the effects of the teaching strategy merged with e-mail in studying Chinese. The e-mail systems used in the study included: the platform of the K12 digital school of Taipei County, the internal web-mail system in the vocational high school, and personal e-mails. The strategies employed included one-way, individual and multi-way communications. The study implemented qualitative method in complement with quantitative data. The methods of data collection included observations, interviews, and questionnaires. Quantitative data was analyzed statistically. Data were mainly from the grades of monthly tests and questionnaires by students to provide the substantial evidence for the result in qualitative analysis. This study found the evidence that interacting via e-mail provided a communicational bridge between teachers and students. In addition, the study made efforts to build an individual and cooperative studying environment with computers. The contributions of the study are as follows: (1) To give the evidences that e-mail provides an effective alternative for delivering interactive instructional strategies. (2) To indicate that students are able to study independently by taking advantages of instructional strategies incorporate with e-mails, and these strategies are intend to compensate the inabilities of teaching with traditional teaching environment. (3) To provide suggestions to the application of e-mail for flourishing Chinese language teaching. The results indicate that the “teaching with e-mail” group seemed to perform better in mid-term exam. Otherwise, for teaching with e-mail, students felt that individualized, interactive, and cooperative learning methods contribute most to the better learning performance.