英語作為外語 (EFL)學生缺乏真實的機會來練習口語溝通技巧。 儘管人工智 慧(AI)已被證明在 EFL 學習環境中是一個有效的工具，但其在提升口語溝通能力方 面的效果仍存在一些問題。為了解決這些問題，本研究提出了基於 AI 聊天機器人的方 法以及整合 AI 聊天機器人同儕評量方法，以幫助學生體驗真實生活情境並增強口語溝 通能力。本研究旨在檢驗這些提出的方法對於學生口語溝通能力、溝通意願和毅力的 影響效果。並以茶藝作為主題，由 210 名臺灣高中生作為研究對象並分配至三個組別 中，課程實驗為期五週，採準實驗設計。第一個實驗組採用了基於 AI 聊天機器人的方 法，第二個實驗組則經歷了基於 AI 聊天機器人同儕評量方法，而控制組則採用傳統方 法，即透過教學投影片的方式指導學生。此外，於課程前後進行測驗和反思日誌，以 作為進一步的數據分析。
研究結果顯示，在經過指導後所有的組別不僅在口語溝通技能方面皆顯著提 高，而且在溝通意願和毅力方面也都有所增強。 在比較三個組別的口語溝通技能的六 個面向時，基於 AI 聊天機器人同儕評量小組在組織、內容、語言運用和對聽眾的反應 方面獲得了最高的進步，其次是 AI 聊天機器人組，再來是傳統組。 然而，在三個組 別中，並未發現在溝通風格和使用溝通輔助工具方面有顯著差異。此外，在課堂內和 數位環境中，整合人工智慧 AI 聊天機器人同儕評量組的溝通意願優於基於人工智慧 AI 聊天機器人的組別和控制組，但在課外環境中，他們的溝通意願並沒有差異。 關於 毅力方面，基於人工智慧 AI 聊天機器人同儕評量組也取得了最佳的提升，而基於人工 智慧 AI 聊天機器人的小組表現出比控制組更高的毅力水平。 從反思日誌中得出的結 果更是突顯了本研究中所提出方法的有效性。 最後希望這些發現能夠作為未來的參考 依據，尤其是將人工智慧 AI 聊天機器人融入語言教學與學習的語言教育工作者和研究 人員。

English as a Foreign Language (EFL) students lack authentic opportunities to practice oral communication skills. Although artificial intelligence (AI) has been evidenced as an effective tool within EFL learning environments, there are a few concerns raised regarding its effectiveness in enhancing oral communication skills. To address this gap, an AI chatbot-based approach and AI chatbot-integrated peer assessment approach were proposed to help them experience real-life contexts and enhance oral communication skills. This current study examined the effectiveness of these proposed approaches on students' oral communication skills, willingness to communicate, and grit. A quasi- experimental design was conducted over five weeks focusing on tea arts. A total of 210 high schoolers in Taiwan were assigned to three groups. The first experimental group adopted an AI chatbot-based approach while the second experimental group experienced the AI chatbot-integrated peer assessment approach. The control group received the traditional approach in which students were instructed by using teaching slides. The study used the pretest, posttest, questionnaires, and reflective journals for further data analysis. The results of this study pointed out that all groups significantly improved not only their oral communication skills but also their willingness to communicate and grit after the instructions. When comparing the six dimensions of oral communication skills among the three groups, the AI chatbot-integrated peer assessment group gained the highest improvement in organization, content, use of language, and responsiveness to the audience, followed by the AI chatbot group and the control group. However, no significant difference was found in the style and use of communication aids among the three groups. Additionally, the willingness to communicate of the AI chatbot-integrated peer assessment group outperformed that of the AI chatbot-based group and the control group in in-class and digital contexts, but there was no difference in their willingness to communicate in out-of-class contexts. Regarding grit, the AI chatbot-integrated peer assessment group also achieved the best improvement while the AI chatbot-based group got a higher level of grit than the control group. The results from reflective journals highlighted the effectiveness of the proposed approaches in this study. It is hoped that these findings could serve as a valuable reference for language educators and researchers who aim to incorporate AI chatbots in language teaching and learning.

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