謝佳銘 ChIAMING HSIEH, 林愛恩 VIVIEN LIN

機器人輔助語言學習法融入國小雙語任務式教學設計：以台灣環島任務式學習系統為例
A bilingual robot-assisted language learning instructional design system: An island tour task-based learning.

近年來，機器人輔助語言學習(Robot-assisted language learning; RALL) 在國內逐漸成為語言學習領域中受到矚目的領域 (Huang, Lin, Yang, & Chen, 2019)。藉由機器人的學習輔助者角色，使得傳統教育中原本由教師主導的語言學習典範可以更加豐富化。此研究目的為在國小高年級階段導入機器人與仿真玩具 (Robot-and-toy; R&T) 之學習模式, 使學生藉由與機器人與實體物件的互動，產生更多體現化 (embodiment) 的機會來學習語言表達與理解，進而增加學習動機及任務參與感，並減輕語言學習過程中的焦慮感。
因此，本教學設計運用機器人輔助語言學習法(RALL)，以環島為主題，設計任務，此任務以雙語教育理念為基礎的任務, 在購買鐵路車票，介紹特色車站, 撰寫旅遊日記等活動中融入目標英語句型以加強學生英文文法。
進行任務前，學生皆需練習與機器人互動，藉由觸摸機器人特定部位來啟動及結束任務。並藉由機器人的語言辨識功能，讓學生可練習口說。此外，結合QRcode掃描器功能，讓學生可以有動手操作的機會，此外，為了使學習材料明確呈現，我們採取多模態的理念，讓機器人與平板結合，提供更多的視覺及肢體動作線索，以增進學習的學習效果。
任務對象是高年級學習障礙學生，目前在國內較少針對學障學生英語學習方面的研究(Tlili, Lin, Chen, Huang & Kinshook, 2020)。考量其學習特質的特殊性，故在任務的設計方法方面，採用雙語教育的理念，將英語視為溝通的語言，故任務內容呈現時，會採中英文方式呈現，以中文輔助英語的方法，讓學生學習如何完成實際購買鐵路車票的同時，能學習情境中的單字及句型。
作者採設計研究法(Design-based research)的設計與修改循環(iterative design cycles)來優化此任務導向之學習系統。並做出針對使用機器人與仿真物件打造任務式語言學習系統之建議, 供未來對此教學模式有興趣之英語教師參考。

In recent years, robot-assisted language learning (RALL) has emerged as an interactive mode of language learning for young learners (Huang, Lin, Yang, & Chen, 2019). With the assistance of the robot as a learning companion, teachers can enrich their teaching model. The research goal of this study is to adopt a robot-and-toy (R&T) learning model in elementary schools so that upper-grade students have more embodiment chances to learn language expressions and comprehension by interacting with objects in the R&T environment. Moreover, students can promote their learning motivation and engagement, and reduce their anxiety by engaging in the learning tasks.
Therefore, in the teaching design, a RALL task was designed, with the topic on an island tour around Taiwan. The task is based on bilingual education concepts. In the process of buying the tickets, introducing the stations, and keeping the diary, the target English sentences are integrated into the task we design in order to reinforce students’ basic English grammar.
Before a task, every student needs to practice how to interact with the robot. When the specific area of the robot is touched, the task is started or finished. By Speech To Text function (STT), students can practice how to speak target vocabulary or sentences. Besides, students have opportunities to learn by themselves by using the QR code scanner. Additionally, in order to provide learning materials explicitly, we adopt multimodality concepts to provide more interactive clues to students by combining the robot and the tablet.
In the task, participants are upper-grader students with learning disability (LD). In our country, there is little research focused on LD students’ English learning performances (Tlili, Lin, Chen, Huang & Kinshook, 2020). Taking their learning ability into account, we adopt bilingual education concepts to design this task. That is, English is a tool for use, not a subject to study. Therefore, the robot will speak Chinese and English to interact with students. The goal of the task is to make sure that students can purchase railway tickets by themselves and learn the target vocabulary and sentences at the same time.
The designers adopt the Design-based research (DBR) and iterative design cycles to optimize the task-oriented system. Besides, provide suggestions to English teachers who are interested in this teaching model about how to design a task-oriented language learning system by using R&T.

References
Huang, H. H., Lin, V., Yang, Y. F., & Chen, N. S., (2019). Designing an IoT-Based 3D Pop-Up Book to Engage Children in English Vocabulary Learning. 27th International Conference on Computers in Education, Kenting, 2019/12, 612-621.
Tlili, A., Lin*, V., Chen, N.S., Huang, R., & Kinshook. (2020). A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective. Educational Technology & Society, 23 (3), 95–109.