現今資訊傳播科技的發展，數位學習的典範漸漸轉移至行動學習 ，伴隨著行動載具的高持有率及感應設備的廣泛應用，越來越多的研究者致力於環境感知與無所不在學習的設計與發展，以提供給學習者更多與真實情境互動的機會。專業英語課程設計已受到重視並行之有年，然而，只有少數研究者致力於健身英文的研究，加上健康意識受到重視的程度日益增多。因此，發展環境感知與無所不在學習於健身英文的應用有其必要性。
此研究的目的是在非正式學習的情境裡發展一個環境感知與無所不在學習的健身英文系統，並進行一項實驗性研究以檢視環境感知與無所不在學習者的閱讀成效及其語言學習策略的應用。此外，根據此研究系統的發展過程及實驗研究結果，此研究發展出一個健身英文的環境感知與無所不在學習設計模式。
此研究共分為二階段進行:第一階段為環境感知與無所不在學習的健身英文系統開發及運用自我導向學習的觀點發展學習活動。第二階段為採用質性及量化的混合式研究，受測者為35位非英文主修的大學生，藉由前測、後測及延遲測驗檢視受測者健身英文閱讀能力之學習成效。另外，研究者並篩選七位受測者參與半結構式的訪談，探究其語言學習策略的運用。研究結果重點如下:
(a) 藉由環境感知與無所不在學習系統的輔助，學習者在健身英文的閱讀成效有所進步，無論是學習者的後測及延遲測驗成績均比前測成績進步。研究結果顯示環境感知與無所不在學習的方式不僅幫助學習者發展健身英文，同時也幫助學習者記憶學習內容。
(b) 受測者所填答之科技接受模式問卷結果顯示，除了感應科技的應用，受測者對於環境感知與無所不在的健身英文學習系統在「感知到有用」及「感知易用」二面向均持正面的態度。
(c) 質性的訪談研究結果顯示，在健身英文學習過程中進步最多的受測者偏好使用「運用圖像及聲音輔助的直接記憶學習策略」及 「降低焦慮的間接情感學習策略」，而上述兩種語言學習策略也可推薦給未來的環境感知與無所不在學習的學習者使用。
最後，此研究以學習者的立場及教學設計者的考量發展出一個健身英文的環境感知與無所不在學習設計模式，以供未來的學習者提升學習成效，及教學設計者設計出實用並有用的學習系統。
關鍵字: 環境感知與無所不在學習、健身英文、非正式學習、自我導向學習、語言學習策略

The development of information and communication technology (ICT) has led to a paradigm shift from e-learning to mobile learning. With the use of mobile gadgets, and the application of sensor technologies, researchers are paying more attention to the design and development of context-aware ubiquitous learning (u-learning) in order to provide learners more interactions with authentic learning objects in a real context; however, English for specific purposes (ESP) course design has been a focus in recent years, very few ESP researchers have explored Fitness English. Since health issues are receiving more attention than before, it is essential to develop Fitness English materials with the u-learning design and identify the learning effects of using them.
The purposes of this study are to develop a u-learning system for Fitness English learners in the authentic environment with the perspectives of informal learning, and to conduct an empirical study to examine u-learning participants’ English reading comprehension and use of language learning strategies. Moreover, a learning design model for Fitness English learning with u-learning supports was devised based on the development of the system and the results of this study.
The design of this study had two stages: the first stage focused on the development of the u-learning system and learning activities, and the development of learning activities with the theoretical perspectives of self-directed learning. The second stage aimed at conducting an empirical study with a mix of quantitative and qualitative methods. The participants were 35 non-English major university students, and their Fitness English reading achievement was examined via pre-, post-, and delayed- tests. In addition, semi-structured interviews were conducted with seven selected participants in this study to explore their use of language learning strategies. The findings of this study can be summarized as follows:
(a) Fitness English learners’ reading comprehension was improved with the u-learning supports, and both of the participants’ post-test and delayed test scores were significantly higher than their pre-test scores, which indicated that the u-learning supports helped learners not only in gaining Fitness English, but also in retention of this knowledge.
(b) The participants’ technology acceptance model (TAM) questionnaire results indicated that they had positive attitudes on “the perceived usefulness” and “ease of use” of the u-learning system developed in this study, although they had negative attitudes toward the use of sensor technologies.
(c) The qualitative interview results illustrated that the most improved participants adopted the “applying images or sounds as a direct memory strategy” and “lower anxiety as an indirect affective strategy” most, and these two strategies are recommended for future u-learning language learners.
At the end of this study, a learning design model for Fitness English with u-learning supports was developed and elaborated from learners’ perspectives, with the addition of some instructional designers’ considerations. Future u-learning learners can apply this model to improve their learning achievement, and u-learning designers can consider the variables in this model to design more practical and useful u-learning systems.
Keywords: u-learning, Fitness English, informal learning, self-directed learning, language learning strategies

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