情境感知科技是指能夠根據對使用者環境、偏好和情境訊息的理解進行調整和回應的系統或設備，它的發展為語言學習帶來了革命性的變化，提升教學的互動性和適性化。然而，學習者能否良好運用情境感知工具去學習外語並獲得良好成效，對這些工具的有效性仍然至關重要。本綜述旨在探討學習鷹架作為一種提供學習輔助的教育方法，如何通過為學習者提供學習架構、反饋和支持，促進語言技能的發展和學習動機，從而提高情境感知技術輔助語言學習的效果。本文採用系統性文獻回顧法，對 2010 年至 2022 年間發表的 42 篇實證研究進行了分析，以探索情境感知技術輔助語言學習所使用的科技類型、學習鷹架類型和學習成果。本研究分析了認知性、程序性、策略性、後設認知性鷹架，以及不同的鷹架策略在外語學習情境下的應用及組合方式。此外，研究中發現，情境感知科技輔助外語學習常被應用於自主學習的教學環境中，此現象更強調了導入學習鷹架為學習者提供協助的重要性，並且研究中發現，提供回饋與提示的學習鷹架策略在自主學習環境中為學習者帶來正面影響。本研究總結情境感知科技夠為外語學習提供豐富且貼近真實情境的學習環境，並提出在分析結果中發現的研究缺口，為未來的研究提供方向和建議，並對於教學法的改善提供具有參考價值的發現。

The advancement of context-aware technology, in which the systems or devices respond based on the understanding of the user's environment, preferences, and situational information, has revolutionized language learning. Various supports are needed to facilitate users with various characteristics or abilities to engage with the information and make real progress in the effective use of these tools. This study, therefore, investigates in what way scaffolding was designed and implemented with context-aware technology to assist language learning. Forty-two empirical studies, published between 2010 and 2022 that met the inclusion criteria, were included. A thematic synthesis approach was applied to identify the types of technology and scaffolding adopted, and the findings of learning outcomes in context-aware technology-assisted language learning. The findings showed the use of cognitive, metacognitive, procedural, and strategic scaffolds, individually or combined, to achieve diverse learning goals. The study also found that context-aware technologies were mainly used in self-directed study, emphasizing the importance of scaffolding for learner support. Moreover, providing feedback and hints was effective in improving self-directed language learning. The study also pinpointed aspects of language learning that context-aware technologies can provide rich and authentic contexts. It provides recommendations for future research to address the gaps identified in the analysis of the results and to explore the most effective design and integration of scaffolding in the context of technology-assisted language learning. The findings of the study have implications for improving pedagogical approaches.

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