近年來，許多研究致力於探討使用電腦輔助溝通工具於合作學習環境之成效。研究亦提出電腦輔助溝通工具有助於學習者發展自我調整學習能力。然而，對於網路環境對自我調整學習策略及過程上發展並未獲得足夠的研究關注。因此，本研究旨在探討同步電腦輔助溝通工具(JoinNet)對提升外語學習者自我調整學習能力的發展。主要研究問題涵括: (1)外語學習者在網路合作學習環境下所經歷的自我調整學習過程為何? (2)外語學習者在網路合作學習環境下所使用的自我調整學習策略為何? (3)外語學習者對於網路合作學習環境使用同步電腦輔助溝通工具(JoinNet)的看法為何? 研究工具包括問卷及學生訪談。本研究主要發現如下: 一、外語學習者在網路環境下最常經歷的自我調整學習過程為目標設定。其他常經歷的過程依序為時間計劃與管理、尋求幫助、自我評估及自我監控。二、外語學習者在網路環境下最常使用的自我調整學習策略為同儕學習策略。此外，批判性思考及努力調適也是學習者常使用的自我調整學習策略。三、對於網路環境下使用同步電腦輔助溝通工具(JoinNet)對學習者的溝通意願及學習成效有顯著影響。最後，本研究對於如何提升外語學習者自我調整學習發展之建議提出說明。

Research on the use of computer-mediated communication (CMC) tools in the collaborative learning environment has been rapidly booming in the last few decades. A number of studies have indicated that if applied properly, CMC tools can make a great contribution to learners’ self-regulated learning (SRL) development. However, there is very little literature about SRL strategy use in online environment and any processes for learners’ SRL development. Thus, the present study, employing JoinNet, a virtual conferencing system, as a scaffolding mediation tool, aimed to investigate how such SCMC tool enhances EFL learners’ SRL development. To address this issue, the three research questions were proposed: (1) What processes of SRL do EFL learners experience in computer-supported collaborative learning (CSCL) environment? (2) What SRL strategies do EFL learners use when participating in CSCL environment? (3) What are EFL learners’ perceptions of using SCMC tool in CSCL environment? Data sources included a questionnaire and student interviews. The results showed that firstly, among the use of processes of SRL, goal setting was ranked as the most frequently experienced one, followed by time planning and management, help seeking, self-evaluation, and self-monitoring. Second, peer learning strategy was most frequently used by EFL learners when participating in CSCL environment. Other self-regulatory strategies such as critical thinking and effort regulation were often applied by EFL learners. Third, research findings revealed that EFL learners’ perception of blending SCMC tool into collaborative learning significantly influenced their willingness to communicate and learning outcomes. Finally, pedagogical implications on how instructors can facilitate EFL learners’ SRL development in CSCL environment were discussed.

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