此篇研究是研究擴增實境對外語學習者的學習動機、口說能力與溝通意願之影響。實驗對象為五十三名外語學習者，分別為29名學生的實驗組與24名學生於控制組。在維持同等教材內容的狀況下，實驗組學生接受以擴增實境呈現的教材方式，而控制組學生接受傳統紙本媒介教學內容。教學內容包含生字、閱讀、對話與教學影片。在此研究中，作者藉由以下工具收集量化資料：一、前測口試：全民英檢初級考試口試題目；二、後測口試：由老師以全民英檢初級考試題目為基底改寫之與課堂教材相關題目；三、前後測學習動機與溝通意願之問卷。以上量化資料被分析以便於觀察學生的英語口說能力、學習動機與溝通意願是否因擴增實境之介入而受影響；質化資料部分，作者與七位受訪者進行面對面訪談。學生之訪談內容被分析並呈現他們對於藉由擴增實境學習的想法。此研究期盼能提供英語教學人員對於使用擴增實境從事英語教學相關實證。

The aim of the study was to investigate the effects of Augmented Reality (AR) on EFL students’ speaking proficiency, learning motivation and Willingness to Communicate (WTC). A total fifty-three EFL students were recruited to participate and divided into an experimental group and a control group. Twenty-nine students in the experimental group were provided with learning materials in AR format. They used the AR application in their smartphones to scan the AR materials that contained video clips of conversation, vocabulary and reading. On the other hand, twenty-four students in the control group studied the same materials in the traditional paper-based format. The instruments for collecting the quantitative data included (1) a speaking test on GEPT elementary level as a pre-test, (2) a teacher-developed speaking achievement test as a post-test, (3) an adopted motivation and WTC questionnaire that were administered before and after the experiment. To obtain the qualitative data, the semi-structured interviews with the participants were conducted. In terms of data analysis, students’ scores on post-tests determined if their speaking proficiency was improved after the AR intervention. Students’ responses on the questionnaires showed how they were motivated by the AR materials and if their WTC increased after the intervention. Meanwhile, the interview data revealed students’ perceptions of using AR in the classrooms. In sum, the present study provides some additional evidence with respect to the effects of AR on language learning.

教育部（民97）。國民中小學九年一貫課程綱要語文學習領域（英語）。台北市:教育部。
陳蓉華、林君文、施貞怡 （民96年3月26日）。全民英語能力分級檢定測驗初級口說測驗教師研習營。取自https://www.lttc.ntu.edu.tw
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