環境感知科技之於教學的應用被稱為環境感知暨無所不在學習，該學習典範有助於提供一個適性且互動的學習環境，讓學習者能在所處之特定環境中與周遭人、事、物互動以利學習。近年來，由於環境感知暨無所不在語言學習有助於提升學習者的學習表現和學習滿意度，以及有益於在不同情境中創造沉浸式的英語學習環境而廣受討論。目前，根據學習者需求發展實用性英語能力的專業英語教學也整合了環境感知科技的應用，以便學習者能透過有意義的學習真正獲得使用語言的能力。然而，在相關的研究中，探討綠建築英文需求分析的研究尚有限，且有關於專業英文整合環境感知暨無所不在學習的研究仍不多。
有鑑於此，本個案研究目的在於了解學習者在一環境感知暨無所不在學習境中的綠建築英文學習需求為何，並根據其需求來發展行動系統導向為主的教材。該研究分為兩階段。在第一階段，研究者採用需求分析來探究學習者對於在參訪成功大學綠建築時運用QR碼和智慧型手機學習綠建築英文的需求。需求分析有助於多方驗證問卷、半結構式訪談與現場觀察的資料。該研究一開始共計有96名研究對象參與研究，而在排除了不符合研究條件的對象後，總參與人數共計76名，其中包含了61名非外文專長的大學生、9名綠建築導覽人員與6名綠建築英文相關的專業人士。而這之中，又進一步參與半結構式訪談的對象共計8名學生、3名提供英文導覽服務的導覽人員以及3名專業人士。在第二階段中，研究者則基於需求分析的結果與參考了語言學習的觀點和過去研究所給的建議，依照著混合設計模型(Hu，2013)的建議步驟發展了一套行動系統導向為主的綠建築英文教材。研究結果重點如下：
1.經三角驗證，研究結果顯示學習者的語言學習需求依序為聽力、閱讀、口說能力的發展與強調專門用語的必要性。而欲發展以上語言能力的主要原因為這些語言技能是在一個真實情境中會用到的語言能力。
2.三角驗證結果也顯示了學習者對於內容知識的需求主要為入門的綠建築知識。
此研究結果正好呼應了問卷中學習者不滿意自己現在的綠建築英文能力之現象。而根據分析，入門的綠建築知識則包含了綠建築設計的概念和條件、綠建築的特色和功能，以及相關的環保意識。
3.就有效的學習方法而言，經三角驗證後之研究結果顯示，三族群的研究對象皆鼓勵多媒體和超媒體的使用，原因為該科技有助於學習互動性、即時性與學習樂趣。除此之外，人性化的介面也有助於學習。
4.基於以上需求分析結果所發展的學習活動型態為 ─ 聽力任務、閱讀任務(兩者皆含專門用語的使用)，接續為口說任務。而每個學習單元皆依此活動型態設計與發展，學習任務的比重則根據學習者需求而定。QR碼幫助學習者能立即取得科技輔助的情境教材，以利於學習者能透過與所在的周遭環境互動來學習綠建築英文。
總結，該研究欲了解學習者在一個以綠建築為學習場域的環境之下對於綠建築英文學習之需求，並根據其需求設計能幫助學習者發展綠建築語言能力的學習活動型態。研究最後提供了有關綠建築英文行動系統導向教材的藍圖作為系統與教材發展者、綠建築英文學習者與教學者之參考。該設計未來可作為學習系統原型建置用，並於建置後評量其對於語言學習的影響。

Applications of context-aware technologies related to education have led to a paradigm called context-aware ubiquitous learning (CAUL), which builds an adaptive and interactive learning environment for learners by allowing them to interact with a situated context and to develop new knowledge in a specific context. The integration of CAUL into language learning has been currently discussed because of the effectiveness and satisfaction related to learners’ using experiences as well as the building of an immersive environment for developing language ability in various contexts. Currently, English for Specific Purposes (ESP), which aims to help learners develop practical English ability based on their learning needs, has been also integrated with the application of CAUL to enhance meaningful learning and real use of language. However, a needs analysis study related to Green Building-based English (GBbE), which is a new and developing specific learning field related to ESP, is less drawn upon. Moreover, studies which have discussed the organization of an ESP course in a CAUL environment are still limited.
In view of the status quo, the purposes of this study are to understand learners’ GBbE learning needs in a specific CAUL context, and to develop system-driven materials for the future establishment of a learning system based on the identified needs. A two-phase study was developed for this purpose. In the first phase, the researcher conducted a needs analysis to investigate learners’ needs related to developing GBbE in a green building context with the use of QR codes and smartphones. A needs analysis was used to triangulate the data from the questionnaire survey, the semi-structure interviews, and the on-site observations. It attempted to better understand the needs by taking account of the opinions of stakeholders. Originally, there were 96 participants; however, the participants totaled 76 after eliminating unqualified questionnaires, including 61 non-English major university students, nine guides and six experts. Among them, there were eight students, three guides and three experts selected to participate in the semi-structured interviews. In the second phase, based on the requirements synthesized with triangulation, a mixed design model (Hu, 2013) was followed and relevant language learning perspectives and implications derived from the previous studies related to context-aware ubiquitous language learning were used to develop a set of system-driven materials for GBbE. The results of the two foci of the study are shown as follows:
(a)The triangulation showed that the language needs were listening, reading and speaking abilities, in sequence, as well as the development of terminology. The main reason for these needs to be developed as the materials for learning GBbE in a specific CAUL environment is because these language abilities are actually used and applied when learners are situated in a real context.
(b)The triangulation also showed that introductory green building-based knowledge was required by the target participants. This corresponded to the results of the questionnaire survey indicating that learners were not satisfied with their current GBbE ability. According to the analysis, introductory green building-based knowledge includes the conceptual ideas for a green building design and requirements, the features and functions of a green building, and the relevant awareness of environmental protection.
(c)In terms of effective ways of learning, through triangulating, the results indicated that the use of both multimedia and hypermedia were encouraged by the three groups because these sorts of technology-enhanced materials are available to provide interactivity, immediacy and learning enjoyment for learners. In addition, use-friendly interface designs were also encouraged.
(d)Based on the needs analysis, the learning activities were developed into the following pattern --- a listening task that is followed by a reading task that both present the correct use of terminology, and then the learning activity ends with a speaking task. Each unit was designed with the corresponding pattern, and the weight of the tasks were distributed according to the learners’ needs. The role of the QR codes were to help learners promptly access the contextual and technology enhanced learning materials so as to learn GBbE while perceiving and interacting with real objects, real people and a real environment.
To sum up, this study is intended to lead to a better understanding of the needs of GBbE development in a specific green building context and to develop the learning patterns related to cultivating GBbE ability according to the specific needs of learners. At the end of the study, a blueprint of the system-driven material design related to GBbE is provided as a reference for system and material developers, as well as GBbE learners and practitioners, and the design can also be established as a prototype of a GBbE learning system, and its effects on informal language learning can be further evaluated in the near future.

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