真實情境透過人工智慧 即時影片辨識增強英語口說與寫作

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吳普托(Cipto Sabdo Prabowo) 查詢紙本館藏

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網路學習科技研究所

論文名稱

真實情境透過人工智慧即時影片辨識增強英語口說與寫作
(AI-Enhanced EFL Speaking and Writing through Real-Time Video Recognition in Authentic Contexts)

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至系統瀏覽論文 (2029-10-18以後開放)

摘要(中)

在當今全球化的世界中，英語能力至關重要，尤其對於以非母語使用者而言，這對於學術成功與職業機會尤為重要。傳統的教學方法往往無法滿足EFL學習者的需求，突顯出在真實情境中提升語言技能的創新工具需求。隨著科技的發展，將人工智慧（AI）整合到語言學習中，因其能夠提供個性化、互動性及即時反饋而受到關注。本研究為探討AI強化的影片識別技術如何幫助學生在真實情境中提升其英語寫作與口說能力。過去相關的研究顯示，將AI應用於教育中能夠提升學生詞彙量、寫作與口說能力。AI工具能針對發音、語法及詞彙提供反饋，但目前關於將AI與即時影片技術結合於真實語言學習中的研究仍然有限。儘管AI工具展現了可觀的成果，但針對即時影片識別技術在提升EFL學習者寫作與口說能力上的影響，仍然缺乏相關研究。本研究透過探討AI強化影片對話（AI-EVC）技術來填補這一空白。本研究介紹了一款名為AI-EVC的行動應用程式，它利用即時影片識別輔助學生進行有意義的對話，提升其寫作及口說練習。該系統還設計了一個即時反饋的聊天機器人，幫助學習者進行對話練習。本研究在印尼一所大學中進行，涉及兩組EFL學生：使用具有影片識別功能的AI-EVC的實驗組（EG）和不具有該功能的對照組（CG）。兩組學生均完成了前測、後測，並且觀察其語言能力變化。研究結果顯示，實驗組在口說與寫作能力上均顯著優於對照組。使用影片識別技術幫助學生在真實情境中運用更複雜的句子結構，並擴展了其詞彙量。AI強化的影片識別技術被證明是提升EFL學生語言技能的有效工具。它提供了更實用且具有吸引力的學習體驗，讓學生能夠與真實情境互動，使語言學習更具意義且實用。

摘要(英)

English proficiency is crucial in today’s globalized world, especially for non-native speakers aiming for academic success and job opportunities. Traditional teaching methods often fail to meet the needs of EFL learners, highlighting the need for innovative tools that improve language skills in authentic contexts. With the rise of technology, integrating AI into language learning has gained attention for its ability to provide personalized, interactive, and immediate feedback. This study seeks to explore how AI-enhanced video recognition technology can help students improve their English writing and speaking skills in real-life situations. Previous studies have shown that using AI in education improves vocabulary acquisition, writing, and speaking proficiency. AI-based tools provide feedback on pronunciation, grammar, and vocabulary, but limited studies focus on combining AI with real-time video technology for authentic language learning. Despite the promising outcomes of AI tools, there is a lack of research investigating the effects of real-time video recognition in enhancing EFL learners′ writing and speaking skills in authentic contexts. This study addresses this gap by examining the impact of AI-Enhanced Video Conversation (AI-EVC) technology. This study introduces AI-EVC, a mobile-based application that uses real-time video recognition to help students engage in meaningful conversations, improve their writing, and practice speaking. The system also includes a chatbot that provides immediate feedback on language use. The study involved two groups of EFL students at an Indonesian university: an Experimental Group (EG) using AI-EVC with video recognition and a Control Group (CG) using AI-EVC without it. Both groups completed pre-tests, post-tests, and were observed for changes in their language proficiency. The findings revealed that the EG showed significant improvements in both speaking and writing skills compared to the Control Group. The use of video recognition helped students use more complex sentence structures and expanded their vocabulary in authentic contexts. AI-enhanced video recognition has proven to be an effective tool for improving EFL students′ language skills. It provides a more practical and engaging learning experience by allowing students to interact with real-world scenarios, making language acquisition more relevant and applicable.

關鍵字(中)

★ AI強化影片對話（AI-EVC)
★ 即時影片識別
★ EFL口說與寫作能力
★ 真實學習情境
★ 語言能力提升

關鍵字(英)

★ AI-Enhanced Video Conversation (AI-EVC)
★ Real-time Video Recognition
★ EFL Speaking and Writing Skills
★ Authentic Learning Contexts
★ Language Proficiency Improvement

論文目次

摘要 iii
Abstract iv
Acknowledgements v
List of Contents vi
List of Figures viii
List of Table ix

Chapter 1 Introduction 1
1.1 Research motivation 1
1.2 Purposes 3

Chapter 2 Literature Review 4
2.1 EFL speaking and writing skills: importance and challenges 4
2.2 Technology integration in EFL education 6
2.3 Real-time video recognition: applications and benefits on EFL skills development 7
2.4 Authentic contexts in language learning and contextualization on EFL learning 9
2.5 AI-enhanced EFL speaking and writing 11
2.6 Personalized learning 13

Chapter 3 System Design and Implementation 15
3.1 System infrastructure 15
3.2 System design 16
3.3 Implementation 18
3.3.1 Real-time video recognition 18
3.3.2 Video labeling 19
3.3.3 QAC writing (Questioning, Answering, Clarifying) 20
3.3.4 Speaking Practice 22
3.3.5 Personalized learning activity, learning artifact, and learning achievement portfolio 23

Chapter 4 Methodology 26
4.1 Research framework and research variable 26
4.1.1 Independent variables 27
4.1.2 Control variables 27
4.1.3 Dependent variables 27
4.2 Experiment procedure 30
4.3 Research subject 31
4.4 Research instruments 31
4.5 Learning activity 31
4.6 Data collection and processing 32

Chapter 5 Result and Discussion 33
5.1 Comparison of learning achievements between two groups 33
5.2 Comparisons of learning behaviors between two groups 40
5.3 Correlation analysis of learning behaviors and learning achievement in EG. 43
5.4 Student perceptions of AI-EVC system 46
5.5 Implications and suggestions 52
5.5.1 Integration AI and recognition 52
5.5.2 Authentic video with QAC to stimulate student EFL practice English conversation 53
5.5.3 Learning behavior 54
Chapter 6 Conclusion 56
6.1 Conclusion 56
6.2 Limitations and further study 57

Reference 59
Appendix A: Pre-test 65
Appendix B: Post-test 70
Appendix C: TAM & ARCS Questionnaire 75
Appendix D: Interview Question 76
Appendix E: Documentation 78

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指導教授

黃武元(Wu-Yuin Hwang Fatchul Arifin)

審核日期

2024-10-21

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