環境感知科技有利於學習者不受時空限制，可無所不在地使用智慧型手機學習資訊。近年來，專業英語結合感知科技的語言學習趨勢漸升，但在綠建築領域的雙語教材甚少。有鑑於此，本研究開發一套「綠建築英語學習系統」(Green Building English Learning APP)，以提升高等教育學子的英語聽力、閱讀理解及口說能力。透過智慧型手機，學生掃描QR碼、與現場真實環境互動。研究目的在探討，第一，綠建築英語學習系統對學生的聽力與閱讀能力之成效，參考Lin和Tsai (2016)，本研究依前測平均數 (M = 53.72) 將區分為18位高成就學習族群 (M > 53.72) 及22位低成就學習族群 (M < 53.72)，最後分析其進步幅度。第二，本研究將探討學生在使用綠建築英語系統的學習態度、自我效能、學習行為、情境知識熟悉度是否有改變並影響聽力及閱讀成效。此外，系統將追蹤兩族群的學習行為及歷史紀錄有何差異 (Lai & Hwang, 2016; Tan & Tan, 2015)。

結合人機互動 (Human-Computer Interaction) (Barrett & Liu, 2016) 及活動理論 (Activity Theory) (Wali, Winters, & Oliver, 2008)，綠建築英語學習系統設計有外籍真人對話之英語聽力影片、閱讀文章、測驗及英語詞典，並在學習歷程功能加入徽章收集的遊戲式語言學習，整體學習活動型態為 ― 聽力任務、閱讀任務 (兩者皆含綠建築專門用語)、接續口說任務。

本研究招募40名大學生參與實驗，為期八周。使用者在真實的綠建築環境學習六個單元，課程內容包含環保生態池、空中花園、太陽能板等生活化英語教材，影片對話及文章閱讀皆附上英文字幕、線上發音朗讀功能，透過手機掃描QR碼幫助學習者立即取得科技輔助的情境教材。研究方法採用綠建築英語能力的前後測、系統使用後態度之問卷分析，共收集40名研究對象的量化資料，而進一步參與半結構式訪談的對象共計16名 (含8名高成就、8名低成就學生)。最後，研究者以質量並重(Cheng, Hwang, Wu, Shadiev, & Xie, 2010; Lo, Liu, & Wang, 2014)，來分析高、低兩族群在使用綠建築英語APP的學習態度、學習行為、及英語學習之自我效能有何不同。研究結果重點如下：

1. 透過環境感知科技輔助語言學習，前測及後測的結果顯示學習者的英語聽力、閱讀理解力明顯進步，歸因於無所不在學習工具與教材的易用性、有用性和人機互動的成效。問卷調查結果也指出學習者對綠建築英語學習APP抱持正面態度。
2. 研究結果發現低成就學生族群對學習系統的「感知易用性」與「智慧型手機輔助語言學習之自我效能」有高度相關性，他們認為使用QR碼取得影音教材很有趣創新，人性化的介面功能也提升他們的學習態度。另外，低成就族群也表現較多的影片教材觀看頻率、聽力活動練習、查詢單字意義的學習行為，此結果符合Hung, Yang, Fang, Hwang, 和 Chen (2014)的科技感知影片有助於連結真實環境，母語人士的對話情境更可讓低程度學習者應用於日常生活中(例：討論綠建築知識、環保議題等)，而系統內的英語詞典幫助低成就學生理解關鍵字詞，因此綠建築英語學習APP增進了低成就使用者之英文聽力、閱讀理解能力，並發展實用溝通技能為他們的學習動機導向。
3. 高成就學生族群對學習系統有高度的「感知有用性」與「綠建築英文之專業學習自我效能」，研究對象認為綠建築英語APP的聽力、閱讀教材內容很有用，能幫助延伸綠建築相關的專業用語及學術討論。因此，高成就族群展現較多的聽力閱讀練習頻率、測驗練習直到全對的學習行為，且訪談者認為系統建置的英文字幕及發音朗讀功能有助於提升聽力和閱讀理解能力。本研究結果呼應Wach, Karbach, Ruffing, Brünken, 和 Spinath (2016) 的高程度學習者傾向用感知科技發展專業領域英文，因此綠建築英語APP系統提升了高成就學生在未來擔任導遊工作或學術討論情境之動機及語言能力。
4. 透過質量並重的分析，本研究發現有低成就學生的後測結果勝過高成就族群，歸因於智慧型手機的的機動性、APP系統互動性與使用者的冒險學習行為有正相關，低成就的訪談者指出系統活動流程與設計富有生活化的資訊、功能易用性，尤其影音教材及感知科技有提高他們的學習態度與自我效能，因此單元課程愈來愈難也能保持學習興趣，願意挑戰各個聽力及閱讀任務。這支持Carle, Jaffee, 和 Miller (2009)的結果，意即低程度學生需要透過多媒體教材和好用的感知科技學習系統來補足綠建築背景知識與專業用詞。

總結，該研究欲探討學習者在以綠建築為學習場域的情境下，使用一套綠建築英語學習系統之學習態度，又高、低成就族群因態度與學習行為不同，進而影響綠建築英文聽力、閱讀理解能力的成效。研究最後揭示高成就學生對系統有用性及語言學習自我效能展現正面積極的態度，低成就學生對系統易用性及智慧型手機自我效能則較積極，因此高成就族群欲發展專業的綠建築英文聽力閱讀知識，而低成就族群希望培養日常溝通的語言技能。綜上所述，本研究貢獻提供實用的語言學習系統開發建議給高等教育英語教學者、使用者及系統工程師當參考，該設計未來可作為英語學習系統的模型，增加環境感知與人機互動的功能；另外，對於旅遊英語的導遊，也能參照本學習系統之教材，增進綠建築英文知識。

Context-aware ubiquitous language learning (CAULL), which is an emerging e-learning field, enables students to learn the target language anytime and anywhere with the help of sensors and QR codes using mobile applications. In this study, the Green Building English Learning APP (GBELA) is designed and proposed to develop students’ English listening and reading comprehension skills using smartphones in a green building context. The current study aims at investigating the effects of perceived usability, usefulness, learner attitude, learner behavior, CAULL self-efficacy, and contextual factors on high-achievement (HA) and low-achievement (LA) groups. For this purpose, 40 university participants were recruited to utilize GBELA at the Magical School of Green Technology in Taiwan. Mixed research methods were conducted via pre-and-post tests, questionnaires, and semi-structured interviews focused on green building English receptive skills. Results display that learners’ listening and reading abilities improved dramatically. Moreover, significant differences existed among HA and LA learners in terms of attitudes, behavior patterns, and self-efficacy factors. According to Lin and Tsai’s (2016) framework, this study divided high and low achievers based on mean = 53.72.

1. Major research findings indicate how and why the LA group cared more about perceived usability and smartphone self-efficacy as well as contextual difficulty, while the HA group cared more about perceived usefulness and language learning self-efficacy in Green Building-based English (GBbE). First, the current study discusses LA students showed positive attitudes as the system was easy to use and they performed better when English learning materials were designed with authentic conversations. This is in line with Hung, Yang, Fang, Hwang, and Chen (2014) that context-aware videos can enhance low achievers’ smartphone self-efficacy and increase active behaviors in CAULL. Consequently, low achievers aim at enhancing receptive skills for real-life communicative purposes.
2. Second, HA students showed positive attitudes regarding perceived usefulness and GBbE language learning self-efficacy; thus they were concerned whether the u-learning system can enhance their English listening and reading comprehension abilities. As a result, they aim at developing their receptive proficiency for academic purposes.
3. Third, human-computer interaction (HCI) in mobile language learning affects self-efficacy (Bandura, 1993; Lai & Hwang, 2016) and learning behaviors (Azar & Nasiri, 2014), and therefore can have an impact on receptive achievements (Barrett & Liu, 2016; Carle, Jaffee, & Miller, 2009). This study argued that LA learners could advance their attitudes and behaviors to high-achievement with GBELA. Significant findings in post-test revealed some LA learners outperformed the HA group in green building receptive abilities. The analysis indicated that these low achievers showed more risk-taking behaviors and utilized the English dictionary as well as audio-visual materials with high frequency. This is consistent with Vanlaar et al. (2016) that LA learners needed visual scaffolding and highlighted key words to compensate their lack of background knowledge in green building topics. As for HA learners, they considered videos and audio-scripts were highly useful for occupational purposes, such as working as a tour guide (Wach, Karbach, Ruffing, Brünken, & Spinath, 2016), and they frequently practiced lesson quizzes as they liked to be informed of corrective feedbacks.
4. Finally, this study concludes with a discussion of the significant correlations among GBbE receptive achievements, learner attitudes, self-efficacy and learner behaviors factors. To sum up, the present findings reveal that content usefulness and GBbE self-efficacy fostered high achievers’ receptive proficiency for their academic language learning purposes; function usability and smartphone self-efficacy facilitated low achievers’ receptive skills for real-life communicative purposes.

Based on the findings, the major contributions are concluded for language teachers, tour guides, users, designers, and system developers. For language teachers, it is worth integrating HCI principles to encourage learners’ interaction with context-aware technology as usability and usefulness of GBELA are highly perceived. Moreover, besides online feedback from the mobile APP, both HA and LA students mentioned the necessity of receiving corrective facilitations from English teachers. Thus, future EFL instructors are suggested to get involve in u-learning contexts (Lai & Hwang, 2016). For guides in tourism industry, they are expected to broaden green building knowledge by making good use of GBbE materials and the GBELA system. For EFL users and material designers, audio-visual materials combining native speakers’ conversations can raise learner attitudes and receptive achievements. Both HA and LA students expressed their positive opinions for learning useful sentences by watching the videos using a smartphone. Furthermore, low achievers were fond of using the English dictionary to check new vocabularies. Consequently, some LA learners exceeded HA learners after using GBELA as their risk-taking behaviors and positive self-efficacy were triggered. As for system developers, they are suggested to be aware of the stability of u-learning systems, so users’ learning motivation can be sustained. To sum up, the designing phases and instructional approach in this study may provide an appropriate model for EFL teachers, tour guides, users, future material designers and system developers for green building English learning purposes.

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