建置情境化與個人化短影片學習系統並探討其對EFL 口說與寫作之影響

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姓名	陳韡佳(Wei-Chia Chen) 查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	建置情境化與個人化短影片學習系統並探討其對EFL 口說與寫作之影響 (Development of a contextualized and personalized short video learning system and its impact on EFL speaking and writing)
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摘要(中)	隨著全球化推進，英文作為主要溝通工具的重要性日益突出。雖然過去研究已證明智慧行動裝置和行動學習工具能顯著提升 EFL 學習者的學習效果，但大多數研究僅集中於個人化或情境化教學方法，對於如何結合兩者以提升口說和寫作能力的探討仍有不足。隨著短影音和自然語言處理技術的發展，如何有效整合這些新興科技，為 EFL 學習者提供更具互動性與真實性的學習體驗，成為重要的研究議題。為了解決上述問題，本研究發展了一個名為ClipTalk的系統。該系統使用影片辨識技術(VTR)和 GPT 為EFL學習者打造個人化的學習體驗。系統經由分析影片內容，為學習者提供相關字彙、片語和例句，並結合GPT 設計一套文法檢查機制，幫助學習者糾正寫作並從錯誤中學習。此外，智慧情境對話器人基於影片內容與學習者互動，提供更多練習機會。為了探討個人化與情境化學習對於學習者英文寫作與口說能力的影響，本研究將65名參與者分成三組，以便後續實驗的進行，幫助學習者將學到的英文應用到現實生活中。研究結果顯示，實驗組學習者的寫作和口說能力顯著提高，尤其是字彙使用和句子結構。VTR 情境字彙、文法檢查機制與智慧聊天機器人對於提高學習者的學習成效及動機特別有效。問卷與訪談結果表明，學習者對ClipTalk持正面態度，認為這對他們的學習有幫助。總體而言，本研究證明了個人化與情境化學習方法能有效提升EFL學習者的英文口說與寫作能力，而ClipTalk 作為學習輔助工具能有效提升他們的學習動機與表現。
摘要(英)	As globalization continues to grow, English has become a key language for communication worldwide. Many studies have shown that using smart mobile devices and mobile learning tools can help students learning English as a foreign language (EFL) improve their skills. However, most research has focused only on personalized or contextualized teaching methods, with insufficient research on how combining both approaches can improve students′ speaking and writing skills. With the rise of short video platforms and new technologies like natural language processing, it is important to explore ways to combine these tools to offer more interactive and real-life learning experiences for EFL learners. Previous studies have not thoroughly explored how the combination of personalized and contextualized learning can enhance EFL learners′ speaking and writing abilities. To address this issue, this study developed a system called ClipTalk. This system uses video recognition technology (VTR) and GPT to create personalized learning experiences for EFL learners. The system analyzes video content to provide learners with relevant vocabulary, phrases, and example sentences, and it includes a grammar checking tool to help students correct their writing and learn from their mistakes. Additionally, an intelligent contextual chatbot interacts with students based on the videos′ content, providing more practice opportunities. This study involved 65 participants who were divided into three groups for follow-up experiments to help learners apply what they have learned to real life. The results indicated that students in the experimental group significantly improved their writing and speaking skills, especially in vocabulary usage and sentence structure. The VTR technology, grammar-checking tool, and intelligent chatbot were particularly effective in enhancing learners′ outcomes and motivation. Survey and interview results revealed that students had a positive attitude toward ClipTalk, finding it helpful for their learning. Overall, this study shows that combining personalized and contextualized learning methods can effectively improve EFL learners′ English speaking and writing skills, with ClipTalk serving as a useful tool for enhancing motivation and performance.
關鍵字(中)	★ EFL寫作 ★ EFL口說 ★ 真實情境 ★ 影片辨識技術 ★ 情境智慧對話機器人 ★ GPT技術 ★ 個人化學習 ★ 情境化學習	關鍵字(英)	★ EFL writing ★ EFL speaking ★ real situation ★ film recognition technology ★ Chatbot ★ GPT technology ★ personalized learning ★ contextual learning
論文目次	目錄誌謝 ......................................................................................................................................... vii 中文摘要 ................................................................................................................................ viii Abstract .................................................................................................................................... ix 目錄 .......................................................................................................................................... xi 圖目錄 .................................................................................................................................... xiv 表目錄 ..................................................................................................................................... xv 第一章緒論 ....................................................................................................................... 1 1.1研究背景與動機 ............................................................................................................. 1 1.2研究問題 ......................................................................................................................... 4 第二章文獻探討 ............................................................................................................... 6 2.1真實情境對EFL學習者之影響 .................................................................................... 6 2.2拍攝真實情境影片對EFL學習者之影響 .................................................................... 7 2.3智慧回饋機制輔助對EFL學習者之影響 .................................................................... 9 2.4智慧對話機器人對EFL學習者之影響 ...................................................................... 11 第三章系統設計與實施 ................................................................................................. 13 3.1系統設計概念 ............................................................................................................... 13 3.2個人化學習與情境化學習 ........................................................................................... 15 3.3活動一：探索情境 ....................................................................................................... 17 3.4活動二：觀看與練習他人影片 ................................................................................... 20 3.5活動三：智慧情境對話機器人 ................................................................................... 21 第四章研究方法 ............................................................................................................. 23 4.1研究對象與時間 ........................................................................................................... 23 4.1.1不同組別學習者學習活動之差異 ........................................................................ 23 4.2研究架構 ....................................................................................................................... 25 4.3實驗流程 ....................................................................................................................... 28 4.4研究工具 ....................................................................................................................... 30 4.4.1紙筆與口說測驗 .................................................................................................... 30 4.4.2口說練習評分機制評分標準 ................................................................................ 31 4.4.3影片評分標準 ........................................................................................................ 32 4.4.4問卷調查 ................................................................................................................ 33 4.5資料蒐集與分析 ........................................................................................................... 33 第五章研究結果與討論 ................................................................................................. 35 5.1學習成效分析 ............................................................................................................... 35 5.2兩組學習行為的分析與比較(T-test) ........................................................................... 45 5.3實驗組學習行為與學習成效之相關性分析 ............................................................... 47 5.3.1探索情境學習行為與學習成效之相關性 ............................................................ 48 5.3.2觀看與練習他人影片學習行為與學習成效之相關性 ........................................ 52 5.3.3智慧情境對話機器人學習行為與學習成效之相關性 ........................................ 55 5.3.4拍攝影片學習與學習成效之相關性 .................................................................... 58 5.4學習行為與學習成效間迴歸分析 ............................................................................... 63 5.4.1探索情境各變項學習行為與學習成效間迴歸分析 ............................................ 63 5.4.2觀看與練習他人影片各變項預測學習行為與學習成效間回歸分析 ................ 64 5.4.3智慧情境對話機器人各變項預測學習行為與學習成效間回歸分析 ................ 65 5.4.4拍攝影片學習各變項預測評分面向與學習成效間回歸分析 ............................ 66 5.5問卷分析與訪談結果 ................................................................................................... 67 第六章結論與建議 ......................................................................................................... 72 6.1研究結論 ....................................................................................................................... 72 實驗組、控制組1與控制組2學習者其學習成效之差異 ......................................... 72 實驗組與控制組1學習者其學習行為之差異 ............................................................. 74 實驗組學習者在不同活動中其學習行為與學習成效之相關性 ................................. 75 實驗組學習者使用學習系統輔助英文學習的看法。 ................................................. 76 6.2研究限制與未來建議 ................................................................................................... 77 文獻參考 ................................................................................................................................. 78 附錄一英文筆詴測驗-前測 ................................................................................................. 84 附錄二英文口說測驗-前測 ................................................................................................. 86 附錄三英文筆詴測驗-後測 ................................................................................................. 87 附錄四英文口說測驗-後測 ................................................................................................. 89 附錄五 TAM問卷 ................................................................................................................. 90
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指導教授	黃武元劉奕帆(Wu-Yuin Hwang Yi-Fan Liu)	審核日期	2024-10-21
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