行動科技對於現今人類生活產生革命性影響，學校教育也因此有許多重大的變革；無線網路的進步不僅拓展了學習的場域範圍，科技載具的發展亦開啟了教學的多元面向。本研究採用與SRI International 教學科技中心共同開發之Group Scribble系統，搭配Tablet PC(平板電腦)融入國中英語課堂情境；探討GS-based合作學習活動運用於國中英語課程之可能性以及對於輔助教師課堂教學和EFL學童基測應試能力的成效性。實驗研究有三項主要結論：
一、強化學生的基測應試能力：透過前、後測和延宕測驗成績的統計分析，發現實驗教學對於學生字彙類型學習效果最大，對圖文題型的學習亦具有意義的啟發效果；克漏字和閱讀測驗項目因涵蓋較複雜、高層次的語法知識，無法在實驗教學期間快速進步，故克漏字和閱讀理解兩項成效較不顯著。
二、改善大班教學的檢討時效：系統平台提供的即時完整學習紀錄、動態成果統計資料，對於教師分享團體想法、檢討學習產出具有極佳的時效性。
三、提昇學生的英語學習興趣：透過行動載具的輔助呈現和同儕合作的學習模式，塑造嶄新且有趣的學習模式和課堂情境，促使學生提高語言理解、強化學習遷移，提升學習興趣；和增進人際溝通、合作協調能力。
另外，本研究提出三點建議：進行更大規模與長期的實驗研究、應用於其他課程領域、持續擴充開發系統平台功能，作為後續相關研究及未來教學應用之參考。行動載具進入教室現場，可以讓教學變得更加豐富多樣，亦可讓學習時段延續到課後探索，學習場域由課堂內拓展到教室外；行動科技不能完全取代正式教育的角色，但相信行動載具作為提供教學有效支援與強化學習意願這兩大功能絕對具有正面的效果。期許資訊科技的不斷進步可以帶來教學的新契機，學習的新模式，促使教學更趨多元化、活潑化，學習也更自主化、自由化。預期在可預見的未來，學生攜帶電子輔具在課堂學習，勢必會成為教室內的另一番新氣象！

This research aims to discover the mobile learning device on the potentialities of supporting English learning and the effectiveness of assisting EFL students’ capabilities in taking BCTEST. The experiment adopted Group Scribble learning tool developed with SRI International scientific-technological center. GS is an adjutant system that uses Tablet PC to support English curriculum and classroom environment. The researcher designed creative activities and used integrative strategies to improve traditional problems of English curriculum. Three main conclusions are as following.
1.The level of language comprehension especially on the vocqabulary category was raised by the experimental form of teaching. The abilities of answering questions with pictures were pushed ahead. However, the progress was’t presented in cloze and reading items. The primary factors were due to time limitation and the students’ inexperience in construction of complicated language knowledge.
2.By utilizing mobile learning device with the GS system, the teacher can totally grasp the situation of all students’ collaborative learning and immediately check their specific thoughts.
3.The interpersonal communication skills are promoted and the whole learning motivation can also advanced with taking collaborative learning activities.
To sum up, this study reveals the effects of implementing GS-based collaborative learning activities in English curriculum of the junior high school are generally positive. It is recommended that teachers should consider the possible difficulties if they intend to integrate into the traditional English classrooms. The researcher think technology progresses will bring the brand new teaching and learning pattern.

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