可觸式學習同伴融入國小英語口說練習學習效益探討

Evaluation of Learning Effectiveness of the Tangible Learning Companions for English Conversation in Primary Schools

本研究由學習科技觀點出發，結合語音辨識技術，提供國小英語學習者實體可觸外觀的學習同伴，做為英語學習課堂輔助工具，希冀透過具有人類聲音即時互動特徵的可觸式學習同伴科技媒介的輔助，引起學習者學習興趣，使學習者處於在高學習動機、高學習自信與低學習焦慮之學習狀態，以聽說教學方式作為科技媒介與學習者互動的教學依據，在反覆與學習同伴練習對話的過程中，使學習者獲得完整學習訊息並擁有不同以往的英語學習經驗以提升學習動機，增進不同學習成就者的英語學習興趣及口語能力。本研究以台灣北部某國小五年級學生，共兩個班級作為研究對象，研究設計為準實驗設計，對照組班級維持教師原本上課模式，以同儕學習者作為英語練習對象，實驗組班級則以可觸式學習同伴作為上課輔具，透過分組方式與其進行英語對話練習。研究結果顯示，實驗組學習者在口語能力成就測驗中達顯著進步，尤其對於低學習成就者的口說能力表現更有顯著助益。

The study approaches the research goal from the view point of associating instructional technology with voice recognition techniques. The tangible learning companions were made to interact with learners by speaking 15 basic greetings. We hope that learners can enhance their learning motivation and English speaking ability by practicing English conversation with tangible learning companions. Two classes of elementary fifth graders participated in the study from a school located in the northern Taiwan. Class A was the experimental group learning and practicing English conversation with the tangible learning companions while Class B was the control group learning in the traditional way. The results of this study revealed that using the tangible companions in English learning settings with young students could improve the learners' speaking ability especially for those low-achievers. The whole learning engagement and motivation could also be advanced by practicing English conversation with tangible learning companions.