| dc.contributor | 教育與心理研究 | |
| dc.creator (作者) | 包尼爾;劉繼仁;許耿誌;伍柏翰 | |
| dc.creator (作者) | Barrett, Neil E.;Liu, Gi-Zen;Hsu, Keng-Chih;Wu, Po-Han | |
| dc.date (日期) | 2024-12 | |
| dc.date.accessioned | 18-Apr-2025 10:54:39 (UTC+8) | - |
| dc.date.available | 18-Apr-2025 10:54:39 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Apr-2025 10:54:39 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/156634 | - |
| dc.description.abstract (摘要) | 聊天機器人作為一種人工智慧軟體，已呈現出讓學生參與語言學習的潛力，特別是在激勵學生正式和非正式單字和文法學習。本研究設計了一個基於Google Flow的聊天機器人講師和同儕聊天機器人擔任老師和同儕互動學習角色，並使用了行動學習應用程式的教學設計指南。該應用程式的原型由38位學生在4週內進行了測試。8位學生參與了開放式訪談，以了解他們對該應用程式的看法。本研究也製作了一份關於口語簡報問題和技巧的問卷，並將其分發給48位大學生和7位教授語言能力較低學生（B1及以下）和口語簡報技能方面經驗豐富的教師。然後根據以學習者為中心的教育原則對學習材料進行評估，以改善聊天機器人應用程式的材料和設計。整體而言，學生發現EOPA 2聊天機器人可幫助他們提高口語簡報的語言和結構，但發現介面不夠清楚有條理，且在音訊輸入方面存在一些問題。問卷結果表明，較低程度的學習者在口語簡報語言、發音和結構方面需要更多幫助。公開演講焦慮也是一個問題。但教師們並不認為公開演講焦慮是學生的一個主要問題。研究結果將用於修訂EOPA 2聊天機器人，並開發基於行動裝置的聊天機器人，以滿足高等教育英語學習者的口語簡報需求。 | |
| dc.description.abstract (摘要) | Chatbots have shown potential for engaging students in language learning, especially in terms of motivating students to learn vocabulary and grammar both formally and informally. In this study, we designed a Google Dialogflow-based chatbot as an instructor and peer chatbot and used instructional design guidelines for mobile learning apps. A prototype of the app was tested by 38 students over 4 weeks. Eight students were selected for open-ended interviews on their perceptions of the app. A questionnaire into oral presentation problems and skills was created and distributed to 48 undergraduate students and 7 instructors experienced in teaching oral presentation skills to students with lower language abilities (B1 and below). The learning material was then evaluated according to the principles of learner-centered education to improve the chatbot app material and design. Overall, the students found EOPA 2 helped them with the language and structure of oral presentations, but found the interface difficult to navigate, and had some problems with audio input. Questionnaire results indicated that lower-level learners need more help with oral presentation language, pronunciation, and presentation structure. Public speaking anxiety is also an issue. The instructors did not recognize public speaking anxiety as a major problem for students. The findings will be used to revise EOPA 2 and develop a mobile-based chatbot to serve the oral presentation needs of undergraduate English learners in higher education. | |
| dc.format.extent | 3709630 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 教育與心理研究, 47(4), 69-112 | |
| dc.subject (關鍵詞) | 聊天機器人; 設計研究; 學術英語; 學習者為中心; 口語簡報 | |
| dc.subject (關鍵詞) | chatbot、design-based-research、English for academic purposes (EAP)、learner-centered、oral presentations | |
| dc.title (題名) | 行動學習之聊天機器人的開發和評估：優化針對EFL學生的基於行動裝置的口語簡報支援研究 | |
| dc.title (題名) | The Development and Evaluation of a Mobile Learning Chatbot: Optimizing Mobile-Based Oral Presentation Support for EFL Students | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.53106/102498852024124704003 | |
| dc.doi.uri (DOI) | https://doi.org/10.53106/102498852024124704003 | |
