英語是國際化的語言，對於非英語系的國家，學習英語口說是重要且具挑戰性的目標。數位說故事被視一種有效幫助學生學習語言的方法，在數位說故事活動中，學生可以運用學習到的語言，搭配多樣化的多媒體素材，來表達自身想法。然而，傳統的數位故事大多缺乏互動性，並且僅能透過單一且固定的觀看角度來呈現故事內容。因此，有學者將機器人與數位說故事結合，並證實多模態數位故事的形式能夠提升學生的英語口說表達。然而，若缺乏學習過程的認知衝突，將難以讓學生對學習表現和所學內容進行反思。為此，本研究提出結合同儕互評策略之機器人數位說故事學習模式。為檢驗所提出之模式的有效性，本研究採用準實驗設計，並於小學英語課程中進行實驗。實驗對象為臺灣北部一所小學兩個班級的六年級學生：一個班24人為實驗組，以結合同儕互評之機器人數位說故事學習模式學習；另一個班25人則為控制組，以一般機器人數位說故事學習模式學習。研究結果顯示，結合同儕互評策略之機器人數位說故事學習模式，能夠提升學生的英語口說表現及反思性思維的理解與反思，並且該模式下的學生具有更好的機器人數位故事作品表現。然而，在學習動機和批判性思考傾向上，兩組沒有顯著差異。

English is an international language, and learning to speak English is an important and challenging goal for non-English speaking countries. Digital storytelling (DST) is seen as an effective way to help students learn language. In the DST activity, students can use the language they have learned to express their ideas with various multimedia materials. However, most traditional digital stories lack interactivity and can only present story content through a single and fixed viewing angle. Therefore, some scholars combined robots with DST and verified that the multimodal form of digital stories can enhance students' English oral expression. However, without cognitive conflict in the learning process, it is difficult for students to reflect on their learning performance and content. Therefore, a robotic digital storytelling with peer assessment (R-DST-PA) approach has been proposed in this study. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted within an English class for two sixth-grade classes in an elementary school in northern Taiwan. Two classes were assigned into the experimental group (EG) and the control group (CG). The EG consists of 24 students, learning with the R-DST-PA approach, while the CG consists of 25 students, learning with the R-DST approach. The result shows that the proposed approach improves students' English speaking performance, and promoted the understanding and reflection of reflective thinking. Moreover, the students learning with the proposed approach had better performance in their robotic digital storytelling works. However, there were no significant differences between the two groups in terms of learning motivation and critical thinking tendency.

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