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研究生：	李帥 Joshua Lee
論文名稱：	檢查在 EFL 寫作課堂中使用聊天機器人和增強現實應用程序的學習成果和看法 Examining Learning Outcomes and Perceptions of Using a Chatbot and Augmented Reality Application in an EFL Writing Classroom
指導教授：	劉繼仁 Liu, Gi-Zen
學位類別：	博士 Doctor
系所名稱：	文學院 - 外國語文學系 Department of Foreign Languages and Literature
論文出版年：	2022
畢業學年度：	110
語文別：	英文
論文頁數：	405
外文關鍵詞：	English as a foreign language (EFL), writing, chatbot, augmented reality (AR), artificial intelligence (AI)
相關次數：	點閱：234 下載：37
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Technologies such as artificial intelligence (AI), augmented reality (AR), and chatbots are increasingly being used in education. Although literature exists examining these technologies in an EFL environment, little research has been done examining the use of these technologies in conjunction. The purpose of this study was to examine the effects of using these technologies together in an EFL writing environment, view student outcomes from using the technologies, collect student perceptions about using the technologies, and finally develop guidelines for future researchers who wish to incorporate the technology in EFL writing classrooms. Results showed that in some conditions, the technologies under review helped improve participant scores. Additionally, participants shared they were not interested in using the technology outside of the study. The study then provides guidelines for implementing AI, AR, and chatbots in and EFL environment.

CHAPTER 1	1
Introduction	1
1. Background of the Study	1
2. Statement of the Problem	4
3. Purpose of the Study	6
4. Definition of Key Terminologies	7
4.1. Blended Language Learning	7
4.3. Artificial Intelligence	8
4.4. Augmented Reality	8
4.5. Context-aware Ubiquitous Language Learning	8
4.6. MyAccess	8
4.7. Chatbot-based Learning	9
CHAPTER 2	10
Literature Review	10
1. Technology in Education and language learning	10
1.1. Computer-assisted Language Learning	12
1.2. Computer-mediated Communication	12
1.3. Learning Management Systems	13
2. MALL and its Applications	14
2.1. Using LINE as an Educational Tool	15
3. Chatbot use in Language Learning	17
4. Human-computer Interaction	19
5. Context-aware Ubiquitous Learning	20
6. Artificial Intelligence in Education	22
6.2. MyAccess	24
6.3. The features of MyAccess	25
7. Academic Writing	31
7.1. Collaborative Writing	33
8. Challenges with Integrating Technology into the EFL Classroom	35
9. The Current Situation of using MALL in Higher Education Institutions in Taiwan	36
10. Summary	37
11. Rationale for Research Questions	39
CHAPTER 3	41
1. Overview	41
2. Overview of the Methodology	41
3. Rationale for using Design-based Research	41
4. Theoretical frameworks	45
4.1. Sociocultural Language Learning Theories	45
4.2.  Zone of Proximal Development	46
4.3. Technology Acceptance Model	47
5. Research Design	50
5.1. Research Sites	50
5.2. Participants	51
6. Data Collection Methods	53
7. Development of the system	54
8. The Learning Environment	55
9. The Design of the Chatbot Application	55
9. The Design of the AR Application	60
10. MyAccess	61
11. Chatbot Sequences	62
12. Pilot Study	63
13. Overview of phases	64
14.1. Intervention	66
14.2. Questionnaire and Interviews	70
15. Data Analysis	71
16. Summary of Methodology	71
CHAPTER 4	72
Results	72
1. Phase One Results	72
1.1. Examining Students using the Technology in the MSGT	72
1.2. MyAccess Scores	74
1.2.1. Score Comparisons	76
1.2.2. Summary of MyAccess Findings	81
1.3. Rubric Scores	82
1.4. Participants’ Attitudes Towards the Technology	88
1.4.1. Attitudes Toward MyAccess	88
1.4.2. Attitudes Toward the Chabot	91
1.4.3. Attitudes Toward the AR Application	93
1.5. Common Writing Errors	96
1.6 Observation	97
2. Phase Two Results	97
2.1. Changes after Phase One	97
Increased training of the chatbot	98
Additional Grammar Training	98
Introduction to Google Docs	98
Strategy Inventory for Language Learning (SILL)	99
Collaborative Writing Attitudes	99
Peer Review Attitudes	99
2.2. Phase two results	100
2.2.1. MyAccess scores	100
2.2.2 Summary of MyAccess Findings	104
2.2.3. Rubric Scores	105
Summary of rubric scores	110
2.3. Attitudes Towards the Technology	110
2.3.1. Attitudes Toward MyAccess	110
2.3.2. Attitudes Toward the Chatbot	113
2.3.3. Attitudes Toward the AR Application	115
2.3.4. Student Attitudes about Collaborative Writing	117
2.3.5. Student Attitudes about Peer Review	118
2.3.6 Observation	119
2.3.7. The Strategy for Language Learning Questionnaire	119
4. Summary of Results	126
5. Phase Two Improvements	127
6. Summary of Dependent and Independent Variables and Their Changes	127
CHAPTER 5	128
Discussion	128
1. Research Question 1: What are the learning outcomes of EFL students who use chatbots in conjunction with an AR application?	128
1.1. Phase One MyAccess Scores	128
1.3. Summary for Research Question 1	132
2. Research Question 2: What are the effects of using the proposed system on students’ academic writing abilities?	134
2.1. Summary for Research Question 2	136
3. Research Question 3: What are students’ opinions of using multiple technologies including chatbots, AR, and AI (MyAccess) to learn English writing?	136
3.1. Student Perceptions of MyAccess	136
3.2. Student Perceptions of the LINE Chatbot	139
3.3. Student Perceptions of the AR Application	142
3.4. Summary for Research Question 3	144
4. Research Question 4: What are the challenges of integrating these multiple technologies together?	145
4.1. Not Having Enough Materials	145
4.3. Students Did Not Have the Ability to Easily Write their Essays While in the MSGT	146
4.4. Collaboration Tools were Not Sufficient	147
4.5. Summary for Research Question 4	147
5. Limitations	148
CHAPTER 6	150
Conclusion	150
1. Guidelines for Instructors, Instructional Designers, and Researchers	150
1.1. Peer or Collaborative Reviewing	150
1.2. Proper Typing Tools	152
1.3. Content Quantity	153
1.4. Collaborative Writing	154
1.5. Train Students How to Use Online Collaborative Tools	154
1.6. Measuring Student Scores	155
1.7. Application Usability	155
1.8. Use Technology that Does Not Require a Third Party to Develop Content, or Develop the Needed Skills to do so	156
1.9. AES Systems and Teacher Comments	157
1.10. Give Students the Option to Use Multiple Technologies or Not Use Them at All	157
1.11 Use of Familiar Tools	157
1.12. Incorporating Technology in the EFL Classroom	158
2. Contributions	158
References	159
Appendix A	188
Appendix C	201
Appendix D	246
Appendix E	279
Appendix F	301
Appendix G	303
Appendix H	308
Appendix I	312
Appendix J	314
Appendix K	317
Appendix L	403
                                    

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