伴隨資訊網路的快速發展，地球村的世代儼然已經來臨，英語被廣泛地運用在各個領域中，可見其重要性已日益提升。然而在台灣，英語被視為外國語言，因此缺乏接觸英文的環境，以致於學習者在現實生活中面對英語的聽力或口說時，常會因為難以理解而感覺緊張與焦慮，故本研究於行動設備上建置一個輔助國小英語聽力與口說練習的學習系統，運用行動設備的可攜性及同步分享功能，提供學習者聆聽多樣性與練習口說的機會，營造學習者聽力與口說練習的環境並增進學習動機與興趣，進而由此探討在英語學習中影響學生學習英語的重要因子，以做為日後英語教學的建議。 研究中，由系統記錄學習者的使用過程，發現其實際使用量中「聆聽多樣性」、「聆聽次數」、「聆聽涉入性」、「錄音次數」此四項學習行為對英語學習是具有正向幫助的影響，日後的英語教學可以參考本研究的作法，鼓勵學生可以多次聆聽來自其他學生或各式來源的英語發音，而且聆聽多樣性的機制，會使學習者更用心的進行英語口說練習，如此可以有效的促進學生練習英語的聽力與口說。此外，透過社會網路分析結果發現，學習者在面對面尋找合作學習對象的社會網路模式，會先選擇易於合作的同伴，再找成績較優秀的，最後才找與自己交情較好的同學。 This paper describes a mobile learning system supporting peer listening diversity and speaking and investigates its effect on elementary school English learning. This study tries to solve the problems that the EFL (English as Foreign Language) learners just can learn English through reading and writing in classes. Therefore, we design some learning activities with mobile device to promote students speaking and to enable them to listen various speaking from others. We will investigate the correlation of students speaking and listening and their influence on learning. After experiment the result showed that doing some learning activities like listening diversity, listening times, listening involvement and speaking out will help students to improve their English listening and speaking ability .In the future, English learning might refer to this study and encourage students to learn much better in English listening and speaking effectively. Through the social network analysis, we found a social network pattern about learner's selection for collaborate learning by face to face. Firstly, the learner will look for a partner who is beneficial to their collaboration. Secondly, learner will look for a partner who has better grades and performance. Finally, learner will look for a partner by friendship.
