行動科技的日益進步拓展了教室內外的學習支援，科技輔具的發展則開啟了教學更多的面向。本研究旨在嘗試建構出一行動學習環境，以支援教師在課堂合作學習之活動進行（mobile computer supported collaborative learning, MCSCL），並探討與評估融入行動學習輔具於國中英語課堂情境中之可行效益，並初步探究支援教師在課堂的教學助益與成果。研究結果發現：

一、運用平板電腦建構合作學習之課堂環境，設計適切的學習活動與內容，建置符合師生需求之系統平台環境，能使教師與學生皆獲致良好效益。
二、提升教師之教學助益
（一）立即性回饋：協助教師在課程進行時了解學生之學習動態，並透過系統支援紀錄與分析，給予立即性的回饋，省卻過去所採行的人工校對與統計過程，收取更大的便利性與即時效益。
（二）彈性編組設計：透過系統分組功能支援，使教師在課程安排、編組上能更便捷，設計更有效率與動態編組之教學活動。
（三）便利題庫支援：提升教師在命題上能更加靈活運用，依據學生作答紀錄隨時注意其學習動態而予以調整、修正。
（四）學習活動管理：可在課前與課中的介面端管理學習活動內容，彈性且便利教師安排學習活動。
三、增進學生之學習興趣與合作學習之效益
（一）經由同儕合作學習，讓學生建構出自己的知識理解，以增進學生在文法學習上的學習成效與興趣。
（二）藉由行動學習的便利性與立即性，塑造讓學生感覺有趣且更有信心的學習方式和氣氛，增進學生練習文法句型的挑戰動機與思考助力。
（三）提升學生的溝通、與人合作協調之能力，以及師生間的互動更為密切。

最後，本研究提出三點未來研究建議：進行更大規模的評估實驗、應用於其他領域、擴充開發需求功能等，以供後續相關研究及實際教學應用之參考。

In recent years, many advances have been made in the area of mobile technology. It not only expands learning support outside and inside the classroom but explores more teaching multidimensionality. The purpose of the research is to construct a computer supported collaborative learning (CSCL) environment and examine the feasibility and efficiency of integrating mobile learning (ML) device into English classroom scenario. The study may lead a better understanding of the teaching benefits and result of supporting teachers in classroom after using ML devices.

The conclusions of this study are as follows:
1.Constructing a classroom using Tablet PCs to support collaborative learning (CL) is feasible. Well designed learning activities would benefit both to teacher and students.
2.Upgrading teaching benefits
(1)Immediate feedback
Teacher is able to get immediate feedback of students’ learning status with the supporting functions of recording and analysis of the system. It’s much more convenient and effective compared to traditional artificial checking.
(2)Dynamic grouping
Teacher is encouraged to manage teaching activities and groupings with convenience and efficiency of designing dynamic groupings.
(3)Convenient questions bank
Teacher is encouraged to design questions before class and manage questions according to students’ learning status if necessary.
(4)Learning activities management
Before and during the class, teacher is able to manage learning activity on the interface with feasibility and convenience.
3.Improvement of students’ learning interests and CL benefits
(1)Students construct their own knowledge comprehension and promote learning effects and interests in grammar learning through peers' CL.
(2)With the convenience and immediate feedback of ML, students feel more interested and confident in learning.
(3)Students’ abilities of communication, collaboration, coordination are improved and the interaction between teacher and students is closer.

At last, an area of future research that should be considered are as carrying on a larger scale evaluation experiment, applying in other learning fields and expanding more functions in need.

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