Teaching English in a classroom setting where EFL learners were usually sitting at desks and doing English learning tasks using paper and pencil is inefficient. It has considerable potential problems that could lead to students learning in a passive state. More specifically, the teaching materials are inconsistent with students’ authentic experiences, which decreases the learning efficiency, learning motivation, and levels of interactivity. An annotatable multimedia E-reader (AME) was developed to address these problems. The provided various annotation tools to help students create dramas with authentic contexts. The study participants were 48 junior high school students and divided into the experimental group (EG) and control group (CG). Results revealed that learning English through drama with AME assistance in authentic contexts significantly improved the participants’ learning achievements. In other words, the learning achievements of the EG were superior to those of the CG. Moreover, the results indicated that different learning behaviors were significantly related to different learning achievements. Thus, the greater the diversity of learning behaviors practiced by the students in the drama activity in authentic contexts, the higher the students’ learning scores on different dimensions. Finally, the results indicated that using the AME in authentic contexts was beneficial for English learning through drama.

在EFL学习者通常坐在课桌旁并用纸和铅笔完成英语学习任务的教室环境中，英语教学效率低下。它具有相当大的潜在问题，可能导致学生处于被动状态。更具体地说，教材与学生的真实经历不一致，从而降低了学习效率，学习动机和互动程度。开发了带有注释的多媒体电子阅读器（AME）来解决这些问题。提供的各种注释工具可帮助学生创作具有真实情境的戏剧。研究参与者为48名初中生，分为实验组（EG）和对照组（CG）。结果显示，在真实情况下借助AME协助通过戏剧学习英语可以显着提高参与者的学习成绩。换句话说，EG的学习成绩优于CG的学习成绩。此外，结果表明，不同的学习行为与不同的学习成绩显着相​​关。因此，在真实情况下，学生在戏剧活动中练习的学习行为的多样性越大，则学生在不同维度上的学习分数就越高。最后，结果表明，在真实情境中使用AME有助于通过戏剧学习英语。结果表明，不同的学习行为与不同的学习成绩显着相​​关。因此，在真实情况下，学生在戏剧活动中练习的学习行为的多样性越大，则学生在不同维度上的学习分数就越高。最后，结果表明，在真实情境中使用AME有助于通过戏剧学习英语。结果表明，不同的学习行为与不同的学习成绩显着相​​关。因此，在真实情况下，学生在戏剧活动中练习的学习行为的多样性越大，则学生在不同维度上的学习分数就越高。最后，结果表明，在真实情境中使用AME有助于通过戏剧学习英语。