在台灣，英語是相當重要的學習科目，如何學好英語更是長久以來教育者與學者探討的重要議題，本研究由學習科技觀點出發，結合語音辨識技術，提供國小英語學習者實體可觸外觀的學習同伴，做為英語學習課堂與課後之輔助工具，藉由讓學習者與具有似人類造型外觀可立即互動對話的學習同伴互動，讓學習者體驗不同類型的英語學習經驗提升學習動機，增進不同學習成就者英語學習興趣以及英語口語能力。
本研究對象為台灣北部某國小五年級學生，參與此次研究總人數共62人，實驗組班級32人，對照組班級31人，課堂的進行均在英語專門學習教室中，所學習之英語對話內容為根據九年一貫課程綱要中國小高年級之英語學習能力指標，包含見面招呼對話、自我介紹對話、個人簡介內容對話、道別再會對話，共十五句英語日常用語。實驗研究進行的方式為實驗組班級使用可觸式攜帶型學習同伴一起進行課堂互動練習，對照組班級則維持教師原本上課方式，為降低研究干擾因素，兩個班級的授課教師均由相同的協同英語教師研究夥伴擔任。
研究結果顯示，實驗組學習者在口語能力表達成就測驗中有顯著進步，特別對於低學習成就者的口說能力表現有顯著助益，同時學習者對於課堂參與意願亦較高;相較於實驗組的研究發現，對照組學習者在口語表達能力未達顯著進步，且就整體課堂學習氣氛而言，對照組班級學習者在整體學習動機以及學習投入度皆明顯低於實驗組學習者。另外，在使用回饋上，不論是學習者或是教學者皆對使用可觸式攜帶型學習同伴進行課堂英語對話練習活動持有相當正向態度。
本研究未來研究方向，除希望能結合更具有彈性的科技設備，如:增設方向性麥克風、藍芽裝備以及學習同伴的學習外觀…等，也希望將學習同伴融入家庭學習中，給予學習者更多元的學習空間與學習陪伴，期能使學習者在長久學習英語能力的開端中，擁有正確的英語學習態度，並能享受學習英語過程的樂趣。

在台灣，英語是相當重要的學習科目，如何學好英語更是長久以來教育者與學者探討的重要議題，本研究由學習科技觀點出發，結合語音辨識技術，提供國小英語學習者實體可觸外觀的學習同伴，做為英語學習課堂與課後之輔助工具，藉由讓學習者與具有似人類造型外觀可立即互動對話的學習同伴互動，讓學習者體驗不同類型的英語學習經驗提升學習動機，增進不同學習成就者英語學習興趣以及英語口語能力。
本研究對象為台灣北部某國小五年級學生，參與此次研究總人數共62人，實驗組班級32人，對照組班級31人，課堂的進行均在英語專門學習教室中，所學習之英語對話內容為根據九年一貫課程綱要中國小高年級之英語學習能力指標，包含見面招呼對話、自我介紹對話、個人簡介內容對話、道別再會對話，共十五句英語日常用語。實驗研究進行的方式為實驗組班級使用可觸式攜帶型學習同伴一起進行課堂互動練習，對照組班級則維持教師原本上課方式，為降低研究干擾因素，兩個班級的授課教師均由相同的協同英語教師研究夥伴擔任。
研究結果顯示，實驗組學習者在口語能力表達成就測驗中有顯著進步，特別對於低學習成就者的口說能力表現有顯著助益，同時學習者對於課堂參與意願亦較高;相較於實驗組的研究發現，對照組學習者在口語表達能力未達顯著進步，且就整體課堂學習氣氛而言，對照組班級學習者在整體學習動機以及學習投入度皆明顯低於實驗組學習者。另外，在使用回饋上，不論是學習者或是教學者皆對使用可觸式攜帶型學習同伴進行課堂英語對話練習活動持有相當正向態度。
本研究未來研究方向，除希望能結合更具有彈性的科技設備，如:增設方向性麥克風、藍芽裝備以及學習同伴的學習外觀…等，也希望將學習同伴融入家庭學習中，給予學習者更多元的學習空間與學習陪伴，期能使學習者在長久學習英語能力的開端中，擁有正確的英語學習態度，並能享受學習英語過程的樂趣。

Learning English as a second language is essential in Taiwan. The researcher approaches this research goal from the view point of associating instructional technology with voice recognition techniques. The portable tangible learning companions could interact with learners by speaking up to 15 basic daily greetings such as “How are you?” “What’s your name?” and so forth. Two classes of elementary students (sixty-one students) in the fifth grades participated this study from a school located in the northern Taiwan. Class A was the experiment group learning and practicing English conversation with the portable tangible learning companions while Class B was the control group using traditional learning way. The teacher of two classes is the same in the research.
The results of this study reveal the effect of using portable tangible learning companions in English conversation of the elementary school are generally positive. Using of the portable tangible companions in English learning settings with young students could improve learners’ speaking ability especially for low-achieve learners.
The whole learning engagement and motivation can also advanced with practicing English conversation with portable tangible learning companions.
To sum up, the researcher tries to use the vantage of the state-of the-art technologies to provide learners with more opportunities and different settings for learning English conversation. In the future, the researcher is going to create more powerful learning companions by increasing the number of English sentences and make it easy and adaptive for students to update learning contents so as to benefit targeted students, who are in need of improving English conversation in formal and casual learning settings through more interesting and playful ways.

參考文獻
壹、 中文文獻
朱育民 (2004)。應用語音技術建置一個國小英語教學之學習護照系統。國
立中央大學網路學習科技研究所碩士論文。
林明輝 (2004)。語音科技對網路英語課程學習影響之研究。國立臺南大學
資訊教育研究所碩士論文。
邱毓雯 (2007)。國小英語教學問題之探討。研習資訊，卷第4期，2007年8月
，頁135-140。
吳增生 (1974)。多元化的第二語言習得研究。中山大學學報。
徐昇暉 (2007)。實體與虛擬動物同伴對學生學習專注影響之初探。國立中央
大學網路學習科技研究所碩士論文。
陳淑琴 (2002)。幼兒外語學習的相關因素。發表於幼兒美語學習在幼稚園的
定位研討會。國立台中師範學院初等教育學系碩士論文。
陳淳麗 (2001)。國小英語師資訓練手冊。台北：師德。
張春興 (1994)。教育心理學：三化取向的理論與實踐。台北：東華。
曾月紅 (2000)。兒童英語文教學。臺北：五南。
梁雅美(2002)。語音多媒體工具對國小學童英語口語表達能力之影響-以
Talkworks軟體為例。
國立台北師範學院兒童英語教育研究所碩士論文。
粘惠雅 (2001)。幼稚園實施英語教學現況之研究以台灣北區一個雙語班為例。
台北市立師範學院幼兒教育研究碩士論文。
蔣貴枝 (2000)。國小英語課程與教學之個案研究。國立台中師範學院國民教
育研究所碩士論。
鄭俊芬 (2005)。國小英語教學步步艱難步步行。國教天地(0：161)，18-24。
青年日報 (2003年8月19日)。國小英語教學出現嚴重落差。
財團法人國家研究政策基金會。英語教學與鄉土教學問題探討。線上檢索日期:
2008年12 月4號，網址：
http://old.npf.org.tw/PUBLICATION/EC/092/EC-B-092-003.htm
行政院主計處。台灣地區社會發展趨勢調查結果提要報告。線上檢索日期:
2008年12 月16號，網址: http://www.dgbas.gov.tw/mp.asp?mp=1
鐘榮富 (2002)。教學法的歷史。線上檢索日期：2009年2月2日，網址：
http://www2.nknu.edu.tw/thakka/item02/main02_61.htm
聲音訊號與處理DSP，何謂語音辨識。線上檢索日期：2008年2月9號，網址：
http://cslin.auto.fcu.edu.tw/scteach/scteach88/dsp1/n4.htm

.
貳、英文文獻
Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to
count: more than keeping track. Cognitive Development, 14(1), 37-56.
Ausubel, D. A. (1964). Adults vs. children in second language learning: Psychological
considerations. Modern Language Journal, 48 , 420-424.
Back, M., Cohen, J., Gold, R., Harrison, S., & Minneman, S. (2001). Listen Reader:
Anelectronically augmented paper-based book. Proceedings of the ACM SIGCHI
Conference on Human Factors in Computing Systems (CHI01), Seattle, WA, ACM
Press, 23-29.
Bruner, J. S., Olver, R. R., & Greenfield, P. M. (1966). Studies in Cognitive Growth.
New York: John Wiley & Sons.
Church, R. B., & Goldin-Meadow, S. (1986). The mismatch between gesture and
speech as an index of transitional knowledge. Cognition, 23, 43-71.
Curtain, H., & Pesola, C. A. B. (1994). Language and Children: Making the Match.
N.Y. Longman.
Chan, T. W. & Baskin, A. B. (1988). Studying with the principle: The Computer as a
Learning Companion. The Proceedings of International Conference of Intelligent
Tutoring Systems, 1988, June, Montreal, Canada. Journal, 70 (2), 125-132.
Frasson, C., Mengelle, T., & Aimeur, E. (2003). An Actor Based Architecture for
Intellige Tutoring Systems, Intelligent Tutoring Systems, ECSCW2003.
Dourish, P. (2001). Where the Action Is: The Foundations of Embodied Interaction.
Cambridge, MA: MIT Press.
Edge, D., & Blackwell, A. (2006). Correlates of the cognitive dimensions for tangible
user interface. J. of Visual Languages & Computing, 17(4), 366-394.
Donker, A., & Markopoulos, P. (2002). A comparison of think-aloud, questionnaires
and interviews for testing usability with children, In: Faulkner, X., Finlay, J., &
Detienne, F. (Eds.) People and Computers XVI -Proceedings HCI 2002, Springer,
305-316.
Dumas, J. R., & Redish, J. C. (1993). A Practical Guide to Usability Testing. Ablex
Publishing Corporation, Norwood NJ.
Draper, T. W., & Clayton, W. W. (1992). Using a personal robot to teach young
children. Journal of Genetic Psychology, 153, 269-273.
Eibl, I. (1981). Animal play behavior. New York: Oxford University Press.
Fishkin, K. (2004). A taxonomy for and analysis of tangible interfaces. Personal and
Ubiquitous Computing 8, 347-358.
Faulkner, X., Finlay, J., & Detienne, F. (2002). People and Computers XVI
Proceedings HCI 2002, Springer, 305-316.
Fraser, M., Stanton, D., Ng, K., Benford, S., O’Malley, C., & Bowers, J. (2003).
Assembling history: achieving coherent experiences with diverse technologies
(ECSCW 2003). Proceedings of the ECSCW2003.
Fitzmaurice, G. W., Ishii, H., & Buxton, W. (1995). Bricks: laying the foundations for
graspable user interfaces. Proceedings of the SIGCHI Conference on Human Factors
in Computing Systems (CHI95), Denver, Colorado, United States, ACM Press,
442-449.
Flynn, S. (1987). A paramenter-setting model of L2 acquisition: Experimental studies
in anaphora. Boston, MA: D. Reidel Pub. Fransella, F. and D. Bannister, A manual for
repertory grid technique. 1977, London: Academic Press.
Farmer, L. S. J. (1991). Cooperative learning activities in the library media center.
Colorado: Libraries Unlimited Inc.
Guiora, A. Z. (1983). The dialectic of language acquisition. In A. Z. Guiora (Ed.), An
epistemology for the language science. Language Learning, 33, 8.
Gulz. (2004). Benefits of Virtual Characters in Computer Based Learning
Environments: Claims and Evidence, Int’l J. Artificial Intelligence in Education, vol.
14, 313-344, 2004.
Guiora, A., Brannon, R., & Dull, C. (1972). Empathy and Second Language Learning,
Language Learning 22: 111-130.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom
anxiety.
Hornecker, E., & Buur, J. (2006) Getting a Grip on Tangible Interaction: A
Framework on Physical Space and Social Interaction. Proceedings of the SIGCHI
Conference on Human Factors in Computing Systems (CHI06), CHI 2006. Montreal.
ACM Press, 437-446.
Hsu, S. H., Wang, J. H., Chang, B., Chen, J. E., Fan, K. C., & Chan, T. W. (2005).
Educational Robot – A Case Study for Robot Learning Companion,
International Conference on Computers in Education, 2005.
Hanna, L., Risden, K., & Alexander, K. J. (1997). Guidelines for usability testing with
children,Interactions, (5) 9-14.
Hackman, G. S., & Biers, D. W. (1992). Team usability testing: Are two heads better
than one? Proceedings of the Human Factors Society 36th Annual Meeting, 1205-
1209. Santa Monica, CA: HFES.
Hoysniemi, J., Hamalainen, P., & Turkki, L. (2002). Using Peer Tutoring in
Evaluating Usability of Physically Interactive Computer Game with Children.
International Conference on Interaction Design and Children, Eindhoven, The
Netherlands. August 2002, 144-1526.
Haritaoglu, A., Cozzi, D., Koons, M., Flickner, D., Zotkin, R., Duraiswami, Y., &
Yacoob. (2001). Attentive toys. IEEE International Conference on Multimedia and
Expo, 1124-112.
HONDA. Honda Offers ASIMO for Science Classes Targeting Grade 1-9 Students.
Retrieved March 22, 2009, from http://world.honda.com/news/2005/c050406.html
Krashen, S. D. (1981). Second language acquisition and second language learning.
Oxford: Pergamon Press. Modern Language.
Kleinnman, H. H. (1977). Avoidance behavior in adult second-language acquisition.
Language Learning, 27, 93-107.
Koleva, B., Benford, S., HuiNg, K., & Rodden, T. (2003). A Framework for Tangible
User Interfaces. Physical Interaction Workshop on Real World User Interfaces.
Mobile HCI, Udine, Italy.
Krashen, S. D. (1982). Principles and practice in second language acquisition.
New York: Pergamon Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation.
Luckin, R., Connolly, D., Plowman, L., & Airey, S. (2003). Children's interactions
with interactive toy technology. Journal of Computer Assisted Learning, 19, 165-176.
Lee, E., & Lee, Y. (2008). A Pilot Study of Intelligent Robot Aided Education.
International Conference on Computer Education ICCE 2008, Taiwan, Taipei.
595-596.
Lee, E., Lee, Y., Key, B., KO, B. (2008). Elementary and Middle School Teachers’,
Students’ and Parents’ Perception of Robot-Aided Education in Korea. Proceedings of
ED-MEDIA 2008: World Conference on Educational Multimedia, Hypermedia &
Telecommunications, 175, Vienna University of Technology, Vienna, Austria,
June.30-July.04, 2008.
Montessori, M. (1912). The Montessori Method. New York: Frederick Stokes Co
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to
proficiency. Modern Language Journal, 79, 372-386.
MacFarlane, S., et al. (2004). Tutorial: Evaluating interactive products with and for
children. Conference of Human Factors in Computing Systems (CHI04). 2004.
Vienna, Austria.
Michaud, F., & Thkberge-Turmel, F. (2002). Mobile robotic toys and autism:
Observations of interactions. In Boston and Dordrecht, editors, Socially Intelligent.
Agents Creating Relationships with Computers and Robots, pages 125-132. Kluwer
Academic Publishers, London, 2002.
Neumeyer, L., Franco, H., Weintraub, M., & Price, P. (1996). Automatic
Text-Independent Pronunciation Scoring of Foreign Language Students. International
Conference on Spoken Language Processing, 1457-1460.
O'Malley, C., & Fraser, D. S. (2004). Literature Review in Learning with
Tangible Technologies. 2004, NESTA Futurelab.
Piaget, J. (1953). How children form mathematical concepts. Scientific American, 189(5), 74-79.
Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social
context. New York: Oxford University Press (1990).
Ryokai, R., & Cassell, J. (1999). StoryMat: a play space for collaborative
storytelling. Proceedings of the ACM SIGCHI Conference on Human Factors in
Computing Systems, Pittsburgh, PA, ACM Press, 272-273.
Ryokai, K., Marti, S., & Ishii, H. (2004). I/O brush: drawing with everyday objects as
ink. Proceedings of the ACM SIGCHI Conference on Human factors in Computing
Systems (CHI04), Vienna, Austria, 303-310.
Read, J. C., MacFarlane, S. J., & Casey, C. (2001). Expectations and Endurability
Measuring Fun. Computers and Fun, York, England.
Read, J. C., & MacFarlane, S. J. (2006). Using the Fun Toolkit and Other Survey
Methods to Gather Opinions in Child Computer Interaction. Proceedings of
International Conference of Interaction Design and Children (IDC’2006), Tampere,
Finland, 2006.
Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K., & Silverman,
B. (1998). Digital manipulatives: new toys to think with. Proceedings of the
Conference on Human Factors in Computing Systems (CHI 98), 281-287.
Rooden, M. J. (1998). Thinking about thinking aloud. In: M. A. HANSON.
Proceedings of the Annual Conference of the Ergonomics Society, Taylor & Francis,
London, 1998, 328-332.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language
teaching: A description and analysis. Cambridge: Cambridge University Press.
Hsu1, S. H., Chou, C. Y., Chou, F. C., Chen, X., Wang, Y. K., & Chan, T. W. (2007).
An investigation of the differences between robot and virtual learning companions’
influences on students’ engagement. The First IEEE International Workshop on
Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2007).
IRobiQ. WHAT IS IROBIQ? Retrieved March 22, 2009, from
http://www.irobibiz.com
KISMET. Retrieved March 22, 2009, from
http://www.ai.mit.edu/projects/sociable/baby-bits.html
Sluis, R. J. W., Weevers, I., Schijndel, C. H. G. J., Kolos-Mazuryk, L., Fitrianie, S., &
Martens, J. B. O. S. (2004). Read-It: Five-to-seven-year-old children learn to read in a
tabletop environment. Proceedings of International Conference of Interaction Design
and Children (IDC 2004), 73-80.
Stanton, D., Bayon, V., Neale, H., Ghali, A., Benford, S., Cobb, S., Ingram, R.,
O'Malley, C., Wilson, J., & Pridmore, T. (2001). Classroom collaboration in the
design of tangible interfaces for stroytelling. Proceedings of the Conference on
Human Factors in Computing Systems (CHI 01), 482-489.
Suzuki, H. & Kato, H. (1995). Algoblocks: an open programming language.
Proceedings of Computer supported collaborative learning (CSCL 95), 349-355.
Shields, B. J., et al. (2002). Predictors of a child's ability to use a visual analogue
scale. Child: Care, Health and Development, 2003. 29, 281-290.
Skinner, B. F. (1957). Verbal behavior. NY: Appleton-Century-Crofts.
Tallyn, E., Stanton, D., Benford, S., Rowland, D., Kirk, D., Paxton, M., et al. (2004).
Introducting eScience to the classroom. Proceedings of the UK e-Science All Hands
Meeting, EPSRC, 1027-1029.
Tomitsch, M., Grechenig, T., Kappel, K., & Költringer, T. (2006). Experiences from
Designing a Tangible Musical Toy for Children. Proceeding of the 2006 conference
on Interaction design and children, 2006
Ullmer, B., & Ishii, H. (2000). Emerging frameworks for tangible user interfaces.
IBM Systems Journal, 39 (3&4), 915-931.
Ullmer, B. & Ishii, H. (1997). The metaDESK: Models and prototypes for tangible
user interfaces. In Proceedings of User Interface Software and Technology 1997,
223–232.
Vygotsky, L. S. (1976). Play and its role in the mental development of the child. In J.
S. Bruner, A. Jolly & K. Sylva, Play: Its role in development and evolution , 537-554.
Har-mondsworth, England: Penguin Books Ltd (1976).
Vogotsky, L.S. (1978). Mind in society. Translated by M. Cole, V. John-Steiner,
S.Scribber, E. Souberman. Cambridge, Massachusetts.
Want, R., Fishkin, K. P., Gujar, A., & Harrison, B. L. (1999). Bridging physical and
virtual worlds with electronics tags, Proceedings of the SIGCHI conference on
Human factors in computing systems, 370-377.
Wang, Y. S., Young, S. S.-C., Jang, J. S.-R., & Song, C. R. (2008). Tangible User
Interface Design for Portable Robots for Music Education: A Preliminary Study of
Users’ Needs Analysis. Proceedings of ED-MEDIA 2008: World Conference on
Educational Multimedia, Hypermedia & Telecommunications, 149, Vienna
University of Technology, Vienna, Austria, June.30-July.04, 2008.
Wilson, C. (1998). Usability Techniques. Pros and cons of Co-participating in
usability studies. Usability Interface. Vol . 4 No 4 April 1998.
Warschauer, M. (1996). Computer-assisted language learning: An introduction.
Multimedia Language Teaching, 3-20.
Xu, D. (2005). Tangible User Interface for Children An Overview. Proceedings of the
UCLAN Department of Computing Conference.
Zuckerman, O., Arida, S., & Resnick, M. (2005). Extending tangible interfaces for
education: digital montessoriinspired manipulatives. Proceedings of the ACM
SIGCHI Conference on Human Factors in Computing Systems (CHI05), ACM Press,
859-868.
Zhang, B.Y. (1997). Language anxiety and English teaching. English Teaching and
Learning, 21(2), 5-12.
Zia-ul-Haque, Q. S. M., Wang, Z., Li, Z., Wang, J., & Yujun. (2007). A Robot That
Learns and Teaches English Language to Native Chinese Children. Proceedings of the
2007 IEEE International Conference on Robotics and Biomimetics., Sanya, China. 15
-18, 2007, 1087 – 1092.