行動輔助語言學習因其在語言學習中的移動性、合作支援性、真實語言交流而變得越來越受歡迎。本研究的目的是調查學生在合作學習環境中與同儕準備口語簡報時使用名為英語口語簡報應用程式 2 (EOPA 2)的經驗和觀點。本研究採用案例研究方法，對七名大學生的訪談收集質性數據，並對八名大學生進行問卷調查收集量化數據。學生分享了在與同儕合作準備英語簡報時使用 EOPA 2 五週後的觀點。
　　研究結果顯示，學生們認為 EOPA 2 易於使用，主要是因為其系統性的導引以及豐富的簡報技巧和知識。肢體語言和視覺部分的概念是學生覺得 EOPA2 最有趣的部份；但他們希望 EOPA 2 介面設計一致，「問問我」使用方式更加完善。使用者期望會有其他特性和功能，例如建議的簡報時間安排、音訊或視訊錄製以及更多關於簡報肢體語言和簡報的實用資訊。
　　關於合作學習，研究結果發現，與可靠的同儕合作的好處包括：產生更多想法、減少焦慮、更有信心完成更高水平的項目、節省工作量，以及對他們較弱的技能或不熟悉的部分提供支援。儘管合作學習有其優勢，但由於學生的工作方法和討論習慣不同，以及達成共識需要時間，合作學習也可能具有挑戰性。
　　總體而言，學生從行動輔助語言學習環境的合作中受益。此外，本研究期望提供未來在行動輔助合作環境中，英語口語簡報的內容開發、教育與學習上的建議。

Mobile-assisted language learning is becoming more and more popular owing to its mobility, collaborative-support, authentic language exchanges in language learning. The purpose of this study is to investigate participants’ experiences and perspectives about utilizing an application entitled English Oral Presentation Application 2 (EOPA 2) while preparing an oral presentation with their partners in a collaborative environment. To achieve the research purpose, this study employed the case study approach, collecting qualitative data through interviews with seven university students and quantitative data through questionnaires administered to eight university students. Participants shared their perspectives after using EOPA 2 for five weeks while preparing for their English presentation in collaboration with a partner.
The results showed that students found the EOPA 2 was easy to use mainly due to its systematic guidance and the informative contents providing presentation skills and knowledge. Unconventional concepts in the delivery and visuals part were the most intriguing aspect of EOPA 2. Yet, the interface design was preferred to remain consistent, and the usage of “Ask me” needed to be refined. Additional features and functions such as suggested time arrangements, audio or video recording, and more practical guidance on deportment and demonstrations were expected to have.
Regarding collaborative learning, the findings indicated that the benefits of working with a reliable partner including (a) more ideas producing, (b) anxiety reduction, (c) more confidence to accomplish higher-level projects, (d) workload saving, and (e) supportiveness on their weaker skills or unfamiliar parts. In spite of its advantages, collaboration could also be challenging due to participants’ different working methods and discussion habits, and difficulties in reaching agreements.
Overall, participants were benefit from collaboration in the MALL environment. In addition, the study sheds light on future content development, teaching and learning English oral presentations in a mobile-mediated collaborative-based environment.

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