| dc.description.abstract | In recent years, with the rapid development of intelligent technology, the way of learning English has not only changed, but also brought learners an unprecedented learning experience such as experiential learning, interactive learning, and personalized learning. Relevant studies have shown that the human-computer interaction which applied Chatbot into English learning has a positive effect on learners′ learning achievement. In addition, previous studies also showed that combining intelligent technology with drama teaching not only creates opportunities for learners to apply their knowledge, but also improves the interaction between learners and their peers. However, fewer studies have considered sustained learning since teachers cannot provide immediate assistance and guidance to each learner after class. Moreover, it is difficult to extend the learning environment to the after-school context where family members, peers or other characters can be integrated into English learning, which makes in-class learning difficult to sustain and scale effectively. Therefore, teachers′ teaching styles and learners′ learning methods not only need to keep path with the times, but also the after-school context and family members are important factors in after-school learning.
To address these issues, this study developed an authentic contextual learning system with intelligent feedback mechanism for junior high school students and designed four types of learning activities to support learners′ English situational learning, which include contextual exploration, situational intelligent Chatbot, drama creation, and drama watching and practicing to guide learners to apply their learning in authentic contexts. Furthermore, the purpose of this study was to investigate the effects of authentic contextual learning on learners′ learning achievements, sustainability, and scalability. We divided a total of 74 learners from a junior high school in Taoyuan City into three groups to conduct a six-week experiment, in which the experimental group mainly used the authentic contextual learning system with intelligent feedback mechanism; the control group 1 learners used the authentic contextual learning system without intelligent feedback mechanism; and the control group 2 learners only used the traditional English teaching method to learn.
The results showed that the experimental group learners using the intelligent feedback had a significant improvement in English comprehension and speaking skills, and they showed a more significant improvement compared to the other two groups. In addition, the average weighted score of peer drama speaking practice was not only categorized as Cognitive, Sustainability, Scalability learning behaviors, but also predicted 44.8% of oral performance. When the experimental group learners continued to practice multi-situational and multi-role drama, they not only improved their oral ability, but also their cognitive ability. In addition, the study results showed that the experimental group learners had significantly more conversational situations than control group 1 learners in the Situational Intelligent Chatbot activity. This means that the intelligent notification function of the situational intelligence chatbot can effectively motivate the learners to keep practicing after class. Finally, this study also analyzes the results of the learner questionnaire. Most of the learners have a positive attitude towards the system and learning activities. | en_US |