本研究旨在開發依循漢字組字規則中含有筆順及部首的漢字練習系統，並分析九名以華語為外語的初學者(CFL)在本系統上的寫字學習歷程和使用行為。本研究實驗所使用學習載具為七吋超級行動電腦(Ultra Mobile PC, UMPC)，學習者可以在課堂上透過本學習系統CCPS搭載學習載具來學習識字及寫字，以作為課堂上的電腦輔助語言學習。在學習過程中，以螢幕錄影軟體記錄學習者在五個單元課程的使用歷程。實驗結束後，發放態度問卷供學習者填寫其使用滿意度及使用過程的自評，並依據螢幕錄影歷程，分析整理出學習者筆順偏誤和每位學習者在CCPS所使用的行為動作。本研究結果發現：(1) 筆順偏誤低的學習者點按筆順播放、回饋及聲音比例較高；(2) 學習者能使用紅色部首幫助寫字；(3) 初學者部首覺知策略較薄弱；(4) 學習者對於漢字練習系統滿意度相當高。研究結果可供未來從事識字教材開發人員修正參考，並且整理出學習者筆順偏誤以供教學者在教學現場參考之用。

The purpose of this research is to develop a digital Chinese character practice system (CCPS) and to analyze the nine CFL (Chinese as Foreign Language) novice learners’ writing process and behaviors. The learning carrier of this research is the seven inch UMPC (Ultra Mobile PC). Learners may use the carrier loaded with CCPS as computer assisted language learning in class. After learners’ watching of the animated demonstration of the stroke sequence and learner’s engaging in practicing the character writing, the CCPS will give feedback according to the position and stroke sequence. During the learning, a screen capture software was used to record the learners’ behaviors amounting to five lessons. The attitude questionnaire is distributed to the learners to fill out their satisfaction and self-assessment of the learning process. We will analyze the learners’ frequent stroke sequence errors and behavior patterns according to screen captures. The contribution of the research results will offer reference to related developers and collect the frequent stroke sequence errors to instructors in educational settings. The research results revealed following findings. (1) Learners who commit few errors in radicals or stroke order are good at getting feedback and pressing the button of stroke of animation and pronunciation. (2) Learners might write characters through the tip of red radicals. (3) Novices are weaker in the strategy of radical awareness. (4) Learners are satisfied with the CCPS. The research results might be referred to related digital material developers. We collected stroke sequence errors for the instructors’ references in educational settings.

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