在全球化的潮流下，英語已是目前國際上被廣泛使用的語言之一，其中溝通式教學法是目前被廣泛使用且證實能有效提升學習英語溝通成效。然而在英語溝通活動中易讓學習者產生中高程度的焦慮，進而對學習成效與溝通意願帶來負面的影響。因此除了在學習活動進行時給予適當的輔助外，如何同時協助學習者降低中高程度焦慮的狀態也應納入學習設計之考量。文獻指出膚電反應為人類因情緒波動而產生之生理變化，同時已被證明與焦慮息息相關。透過膚電反應即時的資訊收集與分析特性，也提供學習活動進行時能夠一併量測學習者焦慮程度變化之可行性。本研究將透過穿戴式裝置偵測學習者的焦慮程度，藉由即時焦慮的適性化來給予學習者對應的輔助，並藉由擴增實境的方式呈現輔助內容來協助降低學習者學習時的焦慮，進而提高其英語溝通成效。為了驗證本研究所提出之策略對於英語溝通成效之影響，本研究設計一溝通式英語學習實驗並共招募90位受測者並隨機均分為「隨選提示策略組」、「焦慮觸發式提示策略組」與「焦慮降低提示策略組」。研究結果顯示焦慮降低提示組能較其他兩組顯著地提升學習者英語溝通學習成效，因此可驗證透過即時適性學習者進行英語溝通活動時的焦慮狀態，能夠在在給予學習者輔助內容時同時降低其焦慮程度，進而有效提升溝通式英語之學習成效。

The tide of globalization made English one of the most well-known languages in the world. Communicative Language Teaching (CLT) has been widely used and proven to promote learning outcomes in order to shape an effective English communicative context. However, English communicative activities are likely to impose high level of anxiety on learners. During the learning period, learners who are in an anxious state will have detrimental impact on their learning outcomes and willingness to communicate. Therefore, the instructional design of English communicative activities should to provide learners with appropriate learning support and reduce their high level of anxiety simultaneously. Past research suggested that Galvanic Skin Response (GSR) can reflect the responses of human emotional arousal and it is strongly related to one’s state of anxiety. By taking advantage of the real-time data collection, GSR has the potential to measure and analyze learners’ anxiety level while they are completing their learning activities of English communication. This study aims to provide learners with adaptive learning support to improve their English communication outcomes by reducing their anxiety levels. In order to evaluate the effectiveness of the proposed strategies, an experiment was conducted with 90 undergraduate and graduate students. The participants were randomly and equally assigned into 3 groups with different strategies, namely on-demand prompting, anxiety-triggered prompting, and anxiety-reducing prompting. The results showed that the anxiety-reducing prompting strategy outperformed the other two strategies in terms of the learners’ English communication performance. Hence, this indicated that the anxiety-reducing prompting strategy can provide learners adaptive learning support and reduce their high anxiety level during the period of performing the English communicative activities for better learning performance.

論文審定書+i
論文提要+ii
致謝+iii
摘要+v
Abstract+vi
目錄+viii
表目錄+x
圖目錄+xii
第一章 緒論+1
第一節、研究背景與動機+1
第二節、研究目的與問題+3
第二章 文獻探討+5
第一節、 溝通式教學法+5
第二節、 焦慮與學習+6
第三節、 適性化學習與鷹架輔助+9
第四節、 膚電反應+10
第三章 學習系統與策略設計+12
第一節、 學習內容設計+12
第二節、 即時適性化輔助策略設計+16
第三節、 系統設計與流程+23
第四章、研究方法+30
第一節、 研究變數與操作型定義+30
第二節、 研究假說+31
第三節、研究工具+32
第四節、實驗設計+35
第五節、資料分析+48
第五章、結果與討論+50
第一節、人口統計資訊+50
第二節、溝通式學習成效分析+51
第三節、問卷分析+56
第四節、綜合討論+62
第六章、結論+68
第一節、研究發現+68
第二節、研究貢獻+69
第三節、研究限制+69
第四節、未來研究+70
參考文獻+71
附錄一、測驗題目+76
附錄二、狀態特質焦慮量表+78
附錄三、認知負荷問卷+80

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