本研究以彰化縣某國小所開設的新住民識字班之女性新住民學員為對象，試著找出她們在識字班學習中文字時所使用的學習策略，根據其年齡、國籍、在臺時間長短及學習動機的不同，歸納出新住民女性學習策略的使用情況。此外本研究也從學習過程的滿意度、學習目標的達成度、學習成果的應用及永續終身學習四個面向，評估這些學員在識字班學習中文的學習成效。同時也追蹤學員們在識字班結業後是否持續就學，實踐終身學習的目標。研究結果可協助識字班學習者運用學習策略、提升學習效果，亦可提供未來研究者、教學者及政府單位在規劃新住民語言課程時的參考。
　　本研究的研究結果如下：
　　　一、學習策略部分
　　　　　1.識字班學員所使用的直接策略遠多於間接策略。
　　　　　2.識字班授課教師對學員的策略運用具有絕對性的引導作用。
　　　　　3.識字班學員「在臺灣的時間長短」影響學員的策略運用。
　　　　　4.識字班學員的年齡與國籍對學員的策略運用不具明確的影響性。
　　　　　5.僅有國小學歷的學員使用策略的數量低於具有國中以上學歷的學員。
　　　二、學習成效部分
　　　　　1.識字班學員對識字班的學習過程滿意度是高的。
　　　　　2.識字班確實提升了學員識字能力，其學習成效是顯著的。
　　　　　3.識字班學員將識字學習的成果展現在工作及生活上。
　　　　　4.識字班啟發了學員們繼續就學學習中文的動機。
　　　三、終身學習追蹤結果
　　　有超過六成的學員確實繼續就讀國小補校，邁向終身學習的目標。

　　This study focuses on female immigrants attending a literacy class offered by an elementary school in Changhua County, aiming to identify the learning strategies employed by them when learning Chinese characters. Based on differences in age, nationality, duration of stay in Taiwan, and learning motivation, the study categorizes and analyzes the usage of learning strategies among female immigrant learners. Additionally, the research evaluates the participants' learning effectiveness in terms of satisfaction with the learning process, achievement of learning goals, application of learning outcomes, and their progress towards lifelong learning goals after completing the literacy class.
　　The research findings are as follows:
　　　I. Learning Strategies
　　　　1. Direct strategies are predominantly used by literacy class participants, surpassing the utilization of indirect strategies.
　　　　2. The instructional guidance provided by the literacy class teachers significantly influences the learners' strategy utilization.
　　　　3. The duration of stay in Taiwan has an impact on the learners' strategy utilizations.
　　　　4. Age and nationality do not exhibit a clear influence on the learners' strategy utilization.
　　　　5. Participants with only elementary education use fewer strategies compared to those with junior high school education or higher.
　　　II. Learning Effectiveness
　　　　1. Participants express high satisfaction with the literacy class learning process.
　　　　2.The literacy class significantly enhances the participants' literacy skills, demonstrating significant learning outcomes.
　　　　3. Learners apply their literacy learning outcomes in both work and daily life.
　　　　4. The literacy class motivates participants to continue learning Chinese.
　　　III. Lifelong Learning Tracking Results
　　　Over 60% of the participants continue their education at elementary school supplementary classes, progressing towards lifelong learning goal.