英語學習對學習者而言一直是重要的課題。以虛擬實境技術為英語學習者創 造真實的學習環境與體驗，協助學生掌握充分的詞彙量可謂發展第二外語的關鍵 之一。在這項研究中，研究人員嘗試以環景影像虛擬實境(SVVR)開發結合「虛擬 受輔者」之自律學習系統，應用在大學英語課程學習，藉此提高學習者之英語學 習成就、學習動機與後設認知察覺傾向。實驗對象為 54 名大學一年級學生，分 為兩組，實驗組學生使用結合“虛擬受輔者”之 SVVR 自律學習系統，在學習活動 過程中扮演“輔導者(Tutor)的角色與虛擬受輔者(Virtual Tutee)共同完成學習任務， 控制組學生使用一般 SVVR 自律學習模式學習及完成學習任務。此外，本研究進 一步探討不同的 SVVR 自律學習模式(有或無虛擬受輔者)對不同自律學習傾向的 學習者在學習成就及後設認知察覺傾向兩方面是否具差異性。本研究結果發現， 採用結合虛擬受輔者之 SVVR 自律學習模式之實驗組學生在學習成就方面優於 控制組，但是在學習動機及後設認知察覺傾向方面均未達顯著性差異。自律學習 傾向與學習模式在學習成就方面不具有交互作用，而在後設認知察覺傾向方面則 有交互作用。希望此研究能夠作為未來發展虛擬實境應用於與語言學習研究領域之參考。

English language learning has always been an important issue for learners. The use of virtual reality technology to create realistic learning environments and experiences for English learners and to help students acquire sufficient vocabulary can be one of the key to developing a second foreign language. In this study, researchers attempted to develop a self-regulated learning system using spherical video-based virtual reality (SVVR) combined with a "virtual tutee" to improve learners' achievement, motivation, and metacognition tendency in English language learning at the university level. The experimental subjects were 54 first-year university students, divided into two groups. The experimental group used the SVVR self-regulated learning system with "virtual tutee" to play the role of "tutor" and "virtual tutee" during learning activities. The control group students used the conventional SVVR self-regulated learning system to learn and complete the learning tasks. In addition, this study further investigated the effects of different SVVR self-regulatory learning modes (with and without virtual tutee) on the learning achievement and metacognition tendency of learners with different self- regulatory learning tendency. The results of this study revealed that the experimental group with SVVR self-regulated learning mode combined with virtual aids outperformed the control group in terms of learning achievement, but did not reach significant differences in learning motivation and metacognition tendency. There was no interaction between self-regulated learning tendency and learning mode in terms of learning achievement, but there was an interaction in terms of metacognition tendency. It is hoped that this study will serve as a reference for the future development of virtual reality applications in the field of language learning research.

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