隨著國際化的趨勢，英文已成為國際交流間不可或缺的語言工具，但要如何讓學習者在非正式的學習時間裡增加接觸英文的機會，讓英文學習內容能與生活密切相關，使學生在自然而然的環境下學習，是英文教學工作的一項重要議題。本論文將利用情境感知結合社群網路，建構行動式英文字彙學習系統，分析學習者所在地點之情境，提供相關情境之英文學習字彙，並結合社群網路讓學習者與同儕分享學習內容並進行互動學習，達到以學習者為中心的學習環境，也可讓學習者在社交之餘，同時進行學習，進而提升學習效率與學習動機。最後將以學習成就測驗、學習保留測驗、學習動機問卷、系統滿意度問卷進行統計分析，學習者在使用本系統後學習成就是否有達到顯著差異，透過學習保留測驗分析是否能夠讓學習者達到學習保留的效果，以及透過學習動機問卷分析是否能夠提升學習者英文閱讀的興趣，最後再利用系統滿意度問卷分析學習者於使用本系統後之滿意程度。

With the trend of internationalization, English has become an essential tool for international communication, but how to increase opportunities of learning English during students’ free time, and to provide learning contents more can closely related with the daily life are the primary research issues of situated English teaching(SET).
In this thesis, a context-aware English vocabulary learning system is constructed for both individual learning and peer learning environments on Facebook. The multiple-choice questions of vocabularies, which are related with the current location, will be proposed on the students’ “wall” when checking-in with mobile devices on Facebook. Students could learn the context-aware vocabularies by answering the questions and enhancing the learning retention. Meanwhile, the interactions, which are the replying and discussion on each vocabulary learning activity, between the friends on Facebook supports students a causal style of peer-learning environment and improves the learning motivation.
The results illustrate that students in experimental group (context-aware learning with Facebook) and control groups (situated learning with Facebook) both improved their English vocabularies learning achievement. Moreover, students in experimental groups represent the learning retention and learning motivation are much better than control groups, which means students using of the context-aware English vocabulary learning system on Facebook can increase both the learning memory effects for a long duration, and motivate students to learn actively.

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