依循歐萊特的探索原則，學生透過反思，不僅可以觀照其較負面的學習經驗，同時也強調從成功經驗中，找回語言學習的信心。透過小組支持的討論與自我的對話，不斷釐清經驗發生之原因，可以避免負面經驗的重演，還可以增加正向經驗再生的可能性，並使學生體驗個人化與社群化的學習探索歷程。本文以臺北藝術大學學習者為對象，探討學習者在學期選修課中所體驗的英語學習探索與省思。本研究是以探索反思為主的課程研究，重視學生應有充份的學習機會，省思他們個人學習英語的目標，透過每週學習札記的記錄，依尋探索理論所衍生的學習單，定期和其他同學分享學習經驗的反思，互相給予支持。本文研究目的在於提供重尋學生語言學習熱忱的可能之道，進而幫助學習者以最適合個人的學習方式，去改善學習態度，並替學習者的未來學習奠下快樂之基。本研究發現，一旦讓學生思考他們在現實生活中的學習經驗，便較能幫助他們發掘個人學習英語的動機。換言之，如果沒有反思，學生常傾向於低估自己的語言能力，而讓失敗的學習經驗，帶走他們的自信心。對教師和研究者而言，走入學生的學習世界，去幫助他們更瞭解學習的真實目標，是有其必要性的。此外，學生於反思中所透露的心聲，實能協助教師和研究者，更深入地理解學習者開展的特質，而這也正是語言教學界中鮮少被討論到的一環。

Allowing students to think for themselves about their learning experiences in real-life situations can help them discover their own reasons for learning English. Without reflection, students tend to underestimate themselves and let their unsuccessful learning experiences take away their selfconfidence.As a teacher and a researcher, it is eye-opening to enter into students' world of learning and help them understand better about realistic goals for learning about learning , after which it is hoped that they can move on to improve their learning in the ways that suit them best individually so that they can enjoy and benefit from learning in the future. This study investigates learners' English learning experiences and reflections in an elective course for university arts students in Taipei,Taiwan. The reflection-based course attempted to revive students' enthusiasm for learning. Following the principles of Exploratory Practice (EP) (Allwright, 2005), students were given opportunities to rethink their goals in learning English, keep weekly learning journals, and regularly share their reflections in group-work with other students. In this way students experienced investigating their experiences of learning English both individually and collectively. What students reveal in their reflections can help teachers and researchers better understand the characteristics of learner development, an area that has been little discussed in the field of language teaching and learning.