融入擴增實境和語音辨識的英語發音學習個案研究–以國小二年級英語教材為例

近年來，由於科技的快速發展與行動裝置推陳出新，使得行動學習應運而生，行動裝置輔助英語學習也在這波變革下逐漸的被廣泛應用。本研究主要運用擴增實境與語音辨識為核心技術，並以國小二年級學童英語學習教材為基礎，建構一套互動APP，除了維持既有的英語課本外，並以APP 做為學習輔助工具。研究方式先實施前測階段，以實體課本搭配英語學習光碟，接續以實體課本搭配APP 施以後測階段，側錄前測、後測英語學習影片，為期約一個月，並且採用序列分析法進行學習行為編碼、分析及比較前測、後測差異，最後輔以半結構訪談方式訪談學童的老師，探討透過行動科技的輔助，瞭解其對學童學習行為模式之間，是否具有顯著性以及學習英語的成效有所影響？本研究結果顯示如下：一、在前測階段學童的學習行為是一邊聽英語學習光碟，一邊覆誦實體教材的內容，加上學習過程缺乏互動、內容無趣，因此學童容易受周圍事物影響，而出現學習以外的行為。二、有了AR 輔助英語學習APP 後，後測階段的學習行為主要為操作APP 掃描實體教材，聆聽APP 產生的口語問題，學童再以口語來回答，經由APP 立即語音辨識，學童可以立刻知道回答正確與否，而且除了可以重複聆聽口語問題外，當語音辨識錯誤時，學童也會重複聆聽正確發音進而去模仿，嘗試並改正發音，因此在英語發音上會有正面助益。此外研究發現因為APP 具有互動效果，學童會專注於學習上，減少學習以外行為的出現，事後學童也曾主動詢問可否使用APP 學習英語，證明利用APP 可帶來正面激勵效果。三、經由與學童指導老師訪談中所蒐集的結果顯示，搭配擴增實境英語學習APP 的輔助學習方式，確實可以引發學童的學習興趣，增加學習動機。最後，期望透過本研究的結果歸納及建議，能夠提供未來相關應用擴增實境技術於行動學習之研究參考。

關鍵字

擴增實境；英語學習；序列分析

並列摘要

In recent years, due to the rapid development of science and technology and the innovationof mobile devices, mobile learning came into being. Mobile devices assisted English learning has also been widely used under this wave of change. This study mainly uses augmented reality and speech recognition as the core technology, and builds an interactive APP based on the English learning materials for second-grade children, in addition to maintaining the existing English textbooks, and using APP as a learning aid. tool. The research method first implements the pre-test stage, and the physical textbook is matched with the English learning CD. The physical textbook is matched with the APP as the post-testing stage. The pre-recorded and posttested English learning videos are recorded for about one month, and the sequence analysis method is used for learning. Behavior coding, analysis and comparison of pre-test and post-test differences, and finally interviewed the teachers of the students with semi-structured interviews to explore whether they are significant in learning behavior patterns among schoolchildren and learn English through the aid of mobile technology. Has the effect been affected? The results of this study are as following: 1. In the pre-test stage, the learning behavior of the children is to listen to the English learning CD, while covering the contents of the physical teaching materials, and the lack of interaction and content boring in the learning process, so the children are easily influenced by the surrounding things, and behaviors other than learning occur. 2. With the AR-assisted English learning app, the learning behavior in the post-testing stage is mainly to operate the APP to scan the physical teaching materials, to listen to the spoken language problems generated by the APP, and the students to answer in the spoken language. Immediately through the APP, the students can immediately know the answer. Correct or not, and in addition to repeated listening to spoken language problems, when the speech recognition error, the students will repeatedly listen to the correct pronunciation and then imitate, try and correct the pronunciation, so there will be positive benefits in English pronunciation. In addition, the study found that because APP has interactive effects, students will focus on learning and reduce the occurrence of behaviors outside of learning. Afterwards, students have taken the initiative to ask whether they can use APP to learn English, which proves that using APP can bring positive incentive effect. 3. Through the results collected in interviews with the schoolchildren's instructors, the auxiliary learning method with the augmented reality English learning APP can indeed stimulate the students' interest in learning and increase the motivation of learning. Finally, it is hoped that through the results of this study, it is possible to provide a reference for future research on the application of augmented reality technology to mobile learning.