隨著《國家語言發展法》施行及十二年國民基本教育課程綱要推動，客語文正式納入高級中等學校課程，客語教育逐漸由語言保存邁向課程制度化。然而高中客語文教學仍面臨學生語言能力差異大、學習動機不足、課程時數有限及課堂參與度不足等挑戰；另一方面，數位科技與人工智慧快速發展，為語言教學帶來新的教學模式與評量方式，數位學習已逐漸成為教育現場的重要趨勢。而現有研究多聚焦於國民小學階段或單一數位工具之應用，針對高中客語文課程、多元數位工具整合及人工智慧融入客語文教學之實證研究仍相對不足。故本研究以高中客語文課程為研究場域，探討數位學習融入高中客語文教學之實施歷程、學習成效及教師專業成長，期能補充相關研究缺口，並提供高中客語文數位教學之實務參考。 本研究採行動研究法，以桃園市某高中兩組一年級修習客語文課程學生為研究對象，依循PPCIER行動研究模式，規劃並實施數位融入客語文課程。整合Wordwall、Kahoot!、Padlet、Hi Teach 5、來上客、哈客網路學院、客語文數位教材、AI客語學院及臺灣客語語音資料庫線上即時翻譯系統等數位資源，透過客語能力前後測、學習態度問卷、學生半結構式訪談、觀課教師回饋及研究者教學反思等多元資料蒐集方式，並以量化與質性資料交叉分析，以探討數位學習融入高中客語文課程之教學成效與實施歷程。 研究結果顯示，數位學習融入高中客語文課程後，學生於客語學習興趣、學習動機、數位學習認知及客語能力自我評估等面向皆呈現正向成長，客語聽力理解與口語表達能力亦皆達統計顯著差異；學生訪談結果指出，數位工具能有效提升課堂參與度、增加學習趣味性、降低學習焦慮，並促進自主學習與同儕互動；觀課教師普遍認為數位工具與教學目標結合良好，有助於提升課堂互動品質、輔助形成性評量，並提升學生學習投入，但數位學習有其限制，仍須兼顧語言互動與學生學習需求；研究者亦透過行動研究歷程持續修正課程設計，促進自身教學反思與專業成長。 本研究亦分析人工智慧口語評分系統於客語文教學之應用情形，結果顯示 AI評分與教師評分具有一定程度之相關性，顯示人工智慧具備作為客語文形成性評量及教學輔助工具之發展潛力，惟仍須結合教師專業判斷，以提升評量之完整性與準確性。 數位學習融入高中客語文課程不僅能提升學生學習成效、學習動機及課堂參與，也有助於教師發展數位教學能力與教學反思。本研究除補充高中階段客語文數位學習及人工智慧融入客語文教學之實證研究外，亦建構高中客語文數位教學之實施經驗，提供未來客語文教學、數位教育及人工智慧輔助語言教學之研究與實務參考。 關鍵詞：客語文教學、客語文數位學習、行動研究、高中教育、人工智慧;Following the implementation of the National Languages Development Act and the promotion of the 12-Year Basic Education Curriculum Guidelines， Hakka language education has been formally incorporated into the senior high school curriculum in Taiwan， marking a transition from language preservation toward curriculum institutionalization. Nevertheless， Hakka language instruction at the senior high school level continues to face several challenges， including considerable disparities in students′ language proficiency， insufficient learning motivation， limited instructional time， and low classroom engagement. Meanwhile， the rapid advancement of digital technology and artificial intelligence (AI) has introduced new approaches to language teaching and assessment， making digital learning an increasingly important trend in educational practice. Although previous studies have primarily focused on elementary school education or the application of individual digital tools， empirical research examining senior high school Hakka language instruction， the integration of multiple digital learning resources， and the incorporation of AI into Hakka language teaching remains limited. Therefore， this study investigated the implementation process， learning effectiveness， and teacher professional development associated with integrating digital learning into senior high school Hakka language instruction， with the aim of addressing existing research gaps and providing practical implications for digital Hakka language education. This study adopted an action research approach and recruited two Grade 10 Hakka language classes at a senior high school in Taoyuan City as the research participants. Guided by the PPCIER action research model， the researcher designed and implemented a series of digitally integrated Hakka language lessons. Various digital resources were incorporated into instruction， including Wordwall， Kahoot!， Padlet， Hi Teach 5， Lai Shang Hakka (來上客)， the Hakka E-Learning Academy， digital Hakka teaching materials， the AI Hakka Academy， and the Taiwan Hakka Speech Database Online Real-Time Translation System. Data were collected through Hakka language pretests and posttests， learning attitude questionnaires， semi-structured student interviews， classroom observation feedback from peer teachers， and the researcher′s reflective journals. Quantitative and qualitative data were triangulated to examine the effectiveness and implementation process of digital learning in senior high school Hakka language education. The findings indicated that integrating digital learning into Hakka language instruction positively enhanced students′ learning interest， learning motivation， perceptions of digital learning， and self-assessed Hakka language proficiency. Students also demonstrated improvements in listening comprehension and oral expression. Interview results further revealed that digital learning tools effectively increased classroom engagement， enhanced learning enjoyment， reduced learning anxiety， and promoted autonomous learning as well as peer interaction. Classroom observers generally agreed that the integration of digital tools aligned well with instructional objectives， improved classroom interaction， facilitated formative assessment， and increased student engagement. However， they also noted that digital learning has inherent limitations and should be balanced with authentic language interaction and students′ learning needs. Throughout the action research process， the researcher continuously refined instructional design， thereby fostering reflective teaching practices and professional growth. This study also examined the application of an AI-based oral assessment system in Hakka language instruction. The results demonstrated a moderate positive correlation between AI-generated scores and teacher evaluations， suggesting that AI has considerable potential to serve as a formative assessment and instructional support tool in Hakka language education. Nevertheless， AI-assisted assessment should still be complemented by teachers′ professional judgment to ensure greater comprehensiveness and accuracy. Overall， integrating digital learning into senior high school Hakka language instruction not only enhanced students′ learning outcomes， motivation， and classroom participation but also promoted teachers′ digital pedagogical competence and reflective practice. In addition to enriching the limited body of empirical research on digital learning and AI-assisted Hakka language instruction at the senior high school level， this study provides a practical framework for implementing digital Hakka language teaching and offers valuable implications for future research and practice in Hakka language education， digital education， and AI-assisted language learning. Keywords: Hakka language education， digital Hakka language education， action research， senior high school education， artificial intelligence
