摘要
近年來經由電腦為中介的溝通方式已被廣泛的運用在語言教學上，儘管如此，一個頗受國外研究學者及教師們重視的網路環境-MOO-對台灣的英語教師而言卻是陌生的。MOO(Multiple-user domain/dungeon Object Oriented)是一個以物件為導向的電腦網路應用環境，它能讓不同的使用者同時連線到這個以文字建構成的虛擬實境做同步的溝通或非同步的活動。這樣的環境能幫助改善其閱讀與寫作能力，而透過及時對談，學習者可以練習溝通方面的技巧。儘管MOO在國外被廣泛的運用在語言教室裡，很少有研究去觀察學生在這環境中學習語言的情形。本論文的目的在於觀察以學習英語為外語(EFL)的大學生在SchMOOze University 學習英語的情形，SchMOOze University 是一個專門設計給學生學英文的MOO環境。

參與本研究的對象是一組大一的學生(9名)和一組大四的學生(10名)，他們連線到SchMOOze University 從事一些閱讀或討論的活動，大四的學生還必須做一次線上及時的寫作前討論。而研究者本身則從一個實習教師的角度來觀察學生的整個過程，本研究同時使用問卷來得知學生對這個環境的態度與感覺。研究結果發現，從一個實習老師的角度以及學生的反應來看，MOO適合語言學習，此外我們也發現大四的學生在交談能力上勝過大一的學生。不過，在寫作前討論中所提到的一些意見並沒有被學生們寫入他們的作文當中。問卷結果顯示學生覺得這樣的環境很吸引人，對語言學習也有幫助，不過對於指令的使用、回應、以及在這環境中移動有困難。我們建議針對語言能力較差的學生，老師可以先告訴他們一些談話的技巧，並提供他們一些能力好的學生的對話內容作參考。老師也應該要先解釋如何判定指令的回應，並設計一些問題來幫助學生瞭解文字內容。至於學生們在問卷中建議MOO應該多加一些色彩和圖片，新一代的WOO（Webbed Object Oriented Multiuser Domain）因為是透過網際網路的環境來呈現,可以包含彩色圖片以及多媒體效果，應該可以改善MOO在這方面的缺點。由於本論文的目的在於觀察在大學環境中使用MOO的影響，所以對於MOO是否真的有助於語言學習仍然未知，將來的研究可朝這方面進行。

Abstract
Nowadays Computer-Mediated Communication (CMC) has been widely used in the area of language teaching. However, one medium of CMC—MOO--quickly gaining both researchers and educators’ attention abroad -- has not widely known in Taiwan. MOOs (Multiple-user domain/dungeon Object Oriented) are computer applications that allow multiple users to connect simultaneously in a text-based virtual reality environment and to synchronously interact with each other. The text-based nature of MOO is beneficial for learners to improve skills of reading and writing. Although MOO has been applied in real classroom situations in many countries other than Taiwan, little empirical research has been done to investigate students’ language learning processes in MOOs. Thus the main purpose of this study is to observe what happens when EFL college students learn English in the SchMOOze University - a MOO environment intended for non-native English speakers to practice their English - to do some language learning activities.

In this study, two groups of subjects – nine freshmen and ten seniors - were brought to the SchMOOze University to do some activities, which included reading and discussing. The senior group also had to do an on-line prewriting discussion. The whole processes were logged to text files for further investigation. Attitude questionnaires were delivered to probe subjects’ feelings and attitudes toward the MOO environment and the activities carried out on the SchMOOze University. The researcher observed the subjects’ processes from a pre-service teacher’s point of view so that suggestions can be provided for language teachers in Taiwan. Through the data analysis, the following findings were obtained. Firstly, it is found that MOO is an effective and feasible medium for language learning from both the pre-service teacher’s and students’ perspectives. Secondly, it is found that college seniors are more capable of maintaining a conversation with more discourse features than freshmen. Thirdly, responses from the attitude questionnaires showed mixed results. Ideas mentioned in the on-line prewriting discussion were not incorporated in subjects’ writing assignments. Subjects felt that activities carried out in such an environment were interesting and helpful for learning English. But they indicated that they had problems using the commands, identifying the responses from the MOO database, and moving around in the SchMOOze University. Seventy-three percent of the subjects showed willingness to use MOO to do on-line discussions in writing classes.

From a pre-service teacher’s perspective, the following pedagogical implications are provided for other English teachers. First of all, teachers can show learners with low language proficiency how to involve others to talk before they interview other users. Teachers also need to show students how to identify the responses from the MOO database and handouts with questions can be given to students to check their understanding of the descriptions. Lastly, as subjects recommended in the questionnaire that MOO should add more color and pictures, the new generation MOO, the WOO (Webbed Object Oriented Multiuser Domain) with colorful design and multimedia, can be utilized by teachers to overcome the shortcoming of MOOs.

Since this study was not designed to investigate empirically whether MOO is beneficial to language learning in the EFL college context via a comparison experiment. Further research can be done in the direction, such as long-term studies to include more sessions in one group and comparison research. In addition, studies can also be carried out to see if java-enabled web browsers with pictures motivate students in their reading and writing skills.

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