本研究旨在探討線上學習環境在融入 Chatbot 系統對在臺灣專業外籍人士中 文能力提升的影響。研究架構以自我調控學習理論和認知負荷理論為基礎，了 解線上學習環境如何支持外國學習者自主學習和中文能力的發展。研究方法分 為兩階段:第一階段探討參與度、動機、認知負荷與外國人在線上學習環境下 的訓練成果之間的關係;第二階段則根據第一階段結果，聚焦於參與度在聊天 機器人輔助學習中的作用。研究結果顯示，參與度在兩個研究中都有顯著的正 向影響，歸因於線上教材的靈活性和可及性以及互動功能。研究結果指出線上 學習系統再以 Chatbot 能提升自我學習環境參與度和學習績效。此外，研究也證 實參與度在電子學習和聊天機器人輔助語言訓練中對跨國企業招聘外國專業人 才的重要性，研究意涵可應用於鼓勵企業提供具有吸引力和互動性的線上學習 環境對提升外國員工中文能力有顯著影響，有利於融入外籍專業人才於本土職 場環境和提升中文語言能力。

Our research is to explore how e-learning settings affect foreigners who intend to work or are already employed in Taiwan, focusing on enhancing their Chinese language proficiency. This research draws upon two key theories: self regulated learning and cognitive load theory, to understand how online learning environments support foreign learners' acquisition of self directed study and Chinese language competency. Two studies were conducted: Study 1 investigated the relationship between engagement, motivation, cognitive load, and foreigners' training outcome in an e-learning setting, while Study 2, based on the result of Study 1, concentrated on the function of engagement in chatbot-assisted learning. Results show that engagement had a substantial positive impact across both studies, attributed to the flexibility and accessibility of online materials and interactive features. These findings enhance the theoretical understanding of self regulated learning and cognitive load within e-learning and chatbot applications and provide valuable insights for organizations to enhance employee language training programs. Moreover, it highlights the critical role of engagement in e-learning and chatbot-assisted language training for multinational companies looking to hire foreign professionals, suggesting that engaging and interactive e-learning environments significantly impact Chinese language proficiency, benefiting foreign employees in their future workplace language training.

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