本研究以混合方法探討心流經驗的中介效果對技術型高中學生參與專業英文詞彙競賽之學習動機與學習成效的影響，以心流經驗量表評斷競賽過程的心流經驗程度，以學習動機量表檢視選手競賽過程之學習動機，以自我覺知效果量表檢視學習成效主觀性，而競賽成績則用以檢視學習成效客觀性。資料處理方法以獨立樣本t檢定檢視研究對象背景變項與研究構面顯著性，以多元迴歸分析考驗心流經驗在學習動機與學習成效之中介效果。競賽實際到考人數為389位，本研究針對273份有效問卷進行研究，經SPSS 23.0版統計軟體進行數據分析，結果得知性別、就讀公私立學校類別、就讀外語群與非外語群科別屬性均未有顯著差異，不限就讀類科之高分組及低分組與學習動機、心流經驗、自我覺知效果均有顯著差異；再以偏最小平方法（Partial Least Squares, PLS）進行多元迴歸分析，發現心流經驗在學習動機與自我覺知效果間有顯著中介效果，但在學習動機與競賽表現間則未有中介效果的存在。由此得知學習表現不會因為外在環境而有所差異，若提升學習者學習動機，進而能影響心流經驗及自我覺知效果，可達到應有的學習表現。根據研究結果與結論結合深度訪談教學者主觀看法與教 學經驗，本研究提出研究變項、研究方法與教學方式等建議供未來研究參考使用。 Research Motivation and Objectives The Taiwanese Ministry of Education’s National and Preschool Education Bureau (2019) has emphasized practical implementation as a critical element of the curriculum development of their educational reforms. In addition, understanding the emotional experiences of learners during the learning process is crucial. To foster bilingual competence and international competitiveness in Taiwanese students, the National Development Council of the Executive Yuan (2019) proposed the “2030 Bilingual Nation Policy Development Blueprint.” Similarly, the Ministry of Education (2019) released its “Bilingual National Plan” aimed at nurturing competent, globally competitive bilingual talents. This present study explored the role of flow experience as a mediating variable to identify a means of enhancing learner motivation and the effectiveness of learning English for professional vocabulary competitions. The focus of this study was to facilitate the cultivation of bilingual talents in accordance with Taiwan’s curriculum-oriented bilingual policies by pursuing the following objectives: 1. To understand the differences in the backgrounds, learning motivations, and flow experiences of learners and in the effectiveness of learning. 2. To investigate the associations between learning motivation, flow experience, and learning effectiveness in the context of English professional vocabulary competitions. 3. To assess the mediating role of flow experience in the association between learning motivation and learning effectiveness in the context of English professional vocabulary competitions. 4. To formulate conclusions and suggestions concerning the state of professional English vocabulary learning in a competition setting among vocational high school students. Literature Review To bridge the gap between theoretical learning and practical application, specialized courses, such as English for Specific Purposes and English for Academic Purposes, have become increasingly common in Taiwan (Lin & Zhang, 2019). Flow experience refers to a psychological state wherein individuals are fully immersed in an activity, leading to enhanced motivation and learning effectiveness (Yan, 2018). Flow experience fosters both pleasure and concentration (Chang & Lin, 2016). Kleinginna and Kleinginna (1981) proposed that motivation leads individuals to take action and directs their behavior. The factors influencing motivation include the strength of needs and the psychological processes that guide an individual’s actions. Piccoli et al. (2001) defined learning effectiveness as measurable changes in a learner’s skills, knowledge, and attitudes after they participate in instructional activities. Research Method This study adopted a mixed-methods design to address its research questions. For the quantitative aspects of this study, the Flow Experience Scale was used to measure the degree of flow during competition, the Motivation Scale was used to assess learning motivation during the competition process, the learners’ competition performance was used as an objective measure of learning effectiveness, and the Self-awareness Scale was use as a subjective assessment of learning effectiveness. Qualitative data were collected through in-depth interviews with instructors who prepare students for English for Specific Purposes vocabulary competitions in various schools. Content analysis was used to organize and summarize the perspectives of the interviewees. The quantitative data of this study were subjected to statistical analysis, whereas the qualitative data were conceptualized using quantitative findings, described interpretively, and verified against the quantitative results. The results of both the quantitative and the qualitative analyses contributed to this study’s exploration of the research problem and objectives. Research Result 1. SPSS statistical analysis revealed that factors such as gender, school type (public or private), and participation in a foreign language group did not significantly influence learning motivation, flow experience, or self-awareness. However, notable differences were observed in these variables between the high- and low-performing groups across all subjects. Moreover, using partial least squares to conduct multivariate regression analysis, this study discovered that flow experience played a significant mediating role in the association between learning motivation and self-awareness but not in the association between learning motivation and competition performance. These findings indicate that improving learning motivation can enhance flow experience and self-awareness, leading to better learning outcomes, irrespective of external variables. 2. Qualitative interviews with English vocabulary competition instructors in New Taipei City confirmed their endorsement of the “learning through competition” pedagogical model. These instructors also believed that participation in specialized English vocabulary competitions helps students improve their English language abilities. They also agreed that increasing learning motivation is crucial to improving learning effectiveness, considering the two to be interrelated and mutually reinforcing. 3. Technical and vocational learners benefit from studying English in the context of their professional subjects because this approach reduces the gap between theoretical knowledge and practical application. Learning professional English vocabulary not only enables learners to integrate what they have learned but also enables them to remember specialized terminology more easily, thus connecting their professional subjects and English. 4. Instructors must employ teaching strategies to effectively conduct professional English competitions and must remain aware of learners’ psychological states throughout the educational process. Some learners may feel alienated from or even avoid subjects they struggle with. Instructors should encourage learners to improve their learning experiences and solve learning problems as they arise. Discussion and Suggestions The findings of this study demonstrate the effectiveness of using competition to enhance the learning motivation of students. They further substantiate the association between learning motivation and learning outcomes. Compared with English language and literature learning methods, this competition-based approach offers learners an experience that differs from that of traditional language learning. Although the challenge of bridging the gap between theory and practical application is not exclusive to learners in vocational systems, it is particularly notable for those learning English within such settings. Establishing connections between professional English vocabulary and vocational subjects may be an effective pedagogical strategy and aligns well with Taiwan’s bilingual policy initiatives. Taiwan’s ongoing development of new curricular frameworks and bilingual policies may lead to challenges for both teachers and learners. In future qualitative research, interviews with learners and teachers from different backgrounds could offer valuable insights into these challenges. Further, exploring the mediating role of flow experience on learning motivation and outcomes across different stages of education could expand the scope of analysis and thereby offer more robust suggestions for improving English language learning and contribute to the promotion and development of bilingual educational policies.