虛擬實境應用於臺灣學生進行泰語語序學習之成效

泰語具有獨特的拼寫系統及文法規則，有別於中英文的文法語序規則，致使學習的難度大幅增加。而過去研究也指出外語的文法語序學習是最困難的外語學習任務之一，伴隨科技的蓬勃發展，新興科技已被廣泛地應用於外語學習中。故在本研究藉由多國語言虛擬學習評量系統來幫助泰語學習者進行文法語序學習。為達研究目的，本研究邀請北部地區某一國立大學進修推廣中心修習泰語課程的學習者參與研究，進行5週的教學實驗，並於實驗結束後一個月進行語序學習保留率的測驗，共蒐集84份有效資料。本研究所使用的數據資料經由問卷與訪談蒐集而得。而研究結果發現：泰語自我效能對於語序學習保留率及VR學習價值、語序學習保留率對於VR學習價值與持續使用意願、VR學習價值對於持續使用意願，皆具有正影響；而泰語語言焦慮對於語序學習保留率及VR學習價值則具有負影響。另外，從訪談分析結果可見，參與者對於泰語具有積極的學習動機，並且對於使用虛擬科技作為泰語學習工具具有高度的持續使用意願及肯定它的教育價值。關於不同性別參與者對於泰語自我效能及泰語語言焦慮的感知，具有顯著差異，且不同學習經驗參與者對於泰語自我效能的感知及語序學習保留率亦具有顯著差異。最後，研究結果歸納出泰語學習者的學習動機主要為跨文化交流，而泰文學習困難之處則包含字母發音、字彙拼寫及語序結構。同時，本研究也確認基於虛擬實境的學習系統有助於提升泰語學習者的學習興趣及泰語語序的知能。因此，本研究建議，教學者可借助虛擬科技幫助成年語言學習者進行語序學習，藉此促進他們培養更良好的語言能力。

關鍵字

泰語學習；虛擬實境；語序學習；語序學習保留率；學習價值

並列摘要

Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that in Mandarin and English, and thus makes it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult part when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language virtual reality learning assessment system to help Thai learners learn grammatical word order. To accomplish the purpose, the research invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate. A five-week teaching experiment was conducted, and the subjects were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected. The data used in this study were collected through questionnaires and interviews. The results are as follows: Thai language self-efficacy has a positive effect on the word order learning retention and the virtual reality learning value; the word order learning retention has a positive effect on the virtual reality learning value and continuous usage intention; the virtual reality learning value has a positive effect on continuous usage intention; yet Thai language anxiety has a negative effect on the word order learning retention and the virtual reality learning value. It can be seen from the analysis of the interviews that the participants have pro-active motivation to learn Thai, and are highly willing to continue to use virtual reality as a Thai learning tool as they recognize its value in learning. Furthermore, participants of different genders have significant differences in their Thai self-efficacy and Thai language anxiety, and participants with different learning experiences have significant differences in their Thai self-efficacy and learning retention. The findings also indicate that Thai language learners’ motivations are mainly for communicating with people from a different culture, and their main learning difficulties include pronunciation, spelling, and word order. Finally, the research confirms that the virtual reality learning system helps to enhance Thai learners' interest in learning and understanding of correct word order. To conclude, the results of the research support that virtual reality technology can be considered a helpful tool for adult language learners to learn word order and thereby improve their language skills.