在課程教學中，透過教學對話的方式能幫助學生糾正錯誤觀念並快速建構知識。其中Initiation, Response, Follow-up or Feedback（IRF）教學對話模式已被證明為有效的教學策略且應用在許多學科之中，本研究嘗試設計並開發一結合IRF教學對話模式之智慧型英語文法學習方式，並建構出具策略效用的國中英語文法數位學習環境，提供學習者學習並強化國中英語文法觀念。該系統具自動發問與回饋機制，並根據不同程度學習者的答題情況，適性地引導學習者改正英語文法的錯誤概念。
為證明導入IRF教學對話模式於英語文法學習系統的效果，本研究實驗採準實驗設計(quasi-experimental design)中「不等組前後測」設計方式，共有85位國二學生參與，分為實驗組及兩組控制組，分別參與使用具IRF模式及分層次回饋的系統，進一步探討運用不同層級的回饋機制，在IRF模式與不使用IRF模式下，學生對英語文法學習的效果。實驗採單因子共變數分析方式，由三組的前後測結果得知，藉由不同層次回饋的情形下，使用IRF模式的學生顯著優於不使用IRF模式的學生；在IRF模式下，整體上使用分層次回饋的學生與不使用分層次回饋的學生則無顯著差異，然而在簡單的文法概念下則有顯著差異。

In traditional classroom lectures, dialogues using questions and answers can help students correcting their missed concepts and constructing correct knowledge. The exchange model, Initiation, Response, Follow-up or Feedback (IRF), has been proved an effective teaching strategy and used for many disciplines. This study is to design and develop an intelligent English grammar learning system for junior high schools, which can follow the IRF dialogue strategy to help pupils studying English by strengthening their grammar knowledge. This system asks questions automatically and, according to the responses from learners, gives feedbacks adaptively to guide the learners in correcting their missed grammar concepts.
To prove the effectiveness of embedding the IRF dialogue strategy into an English grammar learning system, this study used a quasi-experimental design with nonequivalent pretest-posttest. There were 85 second-year junior high school pupils participated in the experiment. They were divided into one experimental and two control groups, which used the system giving IRF dialogue, non-IRF dialogue with different levels of feedbacks respectively. By using different levels of feedbacks, the experiment can reveal different effects between when using or not using IRF dialogue feedbacks. After using single factor analysis of covariance on the pretest-posttest results of three groups, the experiment confirms that pupils who were given IRF dialogue feedbacks can learn more effectively than those who were given non-IRF dialogue feedbacks.

Brown, H Douglas. (2007). Teaching by principles: An interactive approach to language pedagogy: Pearson Education.
Campbell, Julie, & Mayer, Richard E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23(6), 747-759.
Chase, Jared A, & Houmanfar, Ramona. (2009). The differential effects of elaborate feedback and basic feedback on student performance in a modified, personalized system of instruction course. Journal of Behavioral Education, 18(3), 245-265.
Chen, Chih-Ming, & Chung, Ching-Ju. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
Chin, Christine. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346.
Chin, Christine. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843.
Coultas, Valerie. (2006). Constructive talk in challenging classrooms: strategies for behaviour management and talk-based tasks: Routledge.
Dantonio, Marylou, & Beisenherz, Paul C. (2001). Learning to question, questioning to learn: Developing effective teacher questioning practices: Allyn & Bacon.
Ferreira, Anita, Moore, Johanna D, & Mellish, Chris. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications for Intelligent Computer-Assisted Language Learning Systems. International Journal of Artificial Intelligence in Education, 17(4), 389-422.
Giordan, Marcelo. (2003). The role of IRF exchanges in the discursive dynamics of e-mail tutored interactions. International Journal of Educational Research, 39(8), 817-827.
Goto, Takuya, Kojiri, Tomoko, Watanabe, Toyohide, Yamada, Takeshi, & Iwata, Tomoharu. (2008). English grammar learning system based on knowledge network of fill-in-the-blank exercises. Paper presented at the Knowledge-Based Intelligent Information and Engineering Systems.
Gourlay, Lesley. (2005). OK, who’s got number one? Permeable Triadic Dialogue, covert participation and the co-construction of checking episodes. Language Teaching Research, 9(4), 403-422.
Groenke, Susan L, & Paulus, Trena. (2008). The Role of Teacher Questioning in Promoting Dialogic Literary Inquiry in Computer-Mediated Communication. Journal of Research on Technology in Education, 40(2), 141-164.
Hardman, Frank, Abd-Kadir, Jan, & Smith, Fay. (2008). Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools. International Journal of Educational Development, 28(1), 55-69.
Hellermann, John. (2005). The sequential and prosodic co-construction of a ‘quiz game’activity in classroom talk. Journal of pragmatics, 37(6), 919-944.
Klein, Dan, & Manning, Christopher D. (2003). Accurate unlexicalized parsing. Paper presented at the Proceedings of the 41st Annual Meeting on Association for Computational Linguistics-Volume 1.
Kulhavy, Raymond W, & Anderson, Richard C. (1972). Delay-retention effect with multiple-choice tests. Journal of Educational Psychology, 63(5), 505.
Lee, Hyeon Woo, Lim, Kyu Yon, & Grabowski, Barbara L. (2010). Improving self-regulation, learning strategy use, and achievement with metacognitive feedback. Educational Technology Research and Development, 58(6), 629-648.
Lee, Kong Joo, Choi, Yong-Seok, & Kim, Jee Eun. (2011). Building an automated English sentence evaluation system for students learning English as a second language. Computer Speech & Language, 25(2), 246-260.
Losee, Robert M. (2001). Natural language processing in support of decision-making: phrases and part-of-speech tagging. Information processing & management, 37(6), 769-787.
Mooij, Ton. (2007). Contextual learning theory: Concrete form and a software prototype to improve early education. Computers & Education, 48(1), 100-118.
Porter, Martin F. (1980). An algorithm for suffix stripping. Program: electronic library and information systems, 14(3), 130-137.
Pridemore, Doris R, & Klein, James D. (1991). Control of feedback in computer-assisted instruction. Educational Technology Research and Development, 39(4), 27-32.
Pridemore, Doris R, & Klein, James D. (1995). Control of practice and level of feedback in computer-based instruction. Contemporary Educational Psychology, 20(4), 444-450.
Radford, Julie, Ireson, Judy, & Mahon, Merle. (2006). Triadic dialogue in oral communication tasks: what are the implications for language learning? Language and Education, 20(3), 191-210.
Sanders, Norris M. (1966). Classroom questions: What kinds? : Harper & Row New York.
Santorini, Beatrice. (1990). Part-of-speech tagging guidelines for the Penn Treebank Project (3rd revision).
Shute, Valerie J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.
Siddiqi, Raheel, & Harrison, Christopher J. (2010). Improving teaching and learning through automated short-answer marking. Learning Technologies, IEEE Transactions on, 3(3), 237-249.
Stobart, Gordon. (2008). Testing times: The uses and abuses of assessment: Routledge.
Sung, Li-Chun, Lin, Yi-Chien, & Chen, Meng Chang. (2007). The Design of Automatic Quiz Generation for Ubiquitous English E-Learning System. Paper presented at the Technology Enhanced Learning Conference (TELearn 2007), Jhongli, Taiwan.
Temmerman, Martina. (2009). Communicative aspects of definitions in classroom interaction: Learning to define in class for first and second language learners. Linguistics and Education, 20(2), 126-144.
Vaish, Viniti. (2008). Interactional patterns in Singapore's English classrooms. Linguistics and Education, 19(4), 366-377.
Woodill, Gary, & Officer, D Chief Learning. (2004). Where is the Learning in E-learning? Educational Psychology Interactive. Valdosta, GA.
朱育民. (2005). 應用語音技術建置一個國小英語教學之學習護照系統; Development of an English Learning Passport System for Primary School Using Speech Technologies. 中央大學.
吳俊宏. (2012). 簡易英文會話系統之建置. 中央大學.
梁維彬, 蕭育丞, & 吳宗憲. (2009). 應用句型結構與部份樣本樹於對話行為之偵測.
陳佳吟, 柯明憲, 吳紫葦, & 張俊盛. (2005). FAST: 電腦輔助英文文法出題系統.
湯士民, 莊則敬, & 吳宗憲. (2005). 應用錯誤型態分析於英語發音輔助學習. National Cheng Kung University Institute of Computer Science and Information Engineering.
劉沛琳, 張立杰, & 陳秋榮. (2010). An Experiment in Using SMS with Semantic Mapping Strategy to Assist Learning English Words.
劉顯親, & 張俊盛. (2005). 前瞻性數位英文學習中心 CANDLE 之研發---應用雙語語料庫及電腦化學習支援 (III).