「合作論證學習」是一種以小組互動與論點建構為核心的學習方式，主張學生透過討論、論點交流、證據提出與反駁修正，一步一步共同建構知識與深化理解的過程。這種學習方式有助於提升學生的批判思考能力、問題解決能力與論述表達能力。而其中，英文議論文（argumentative essay）被視為最能體現學生批判思考與論證能力的文類之一。英文議論文不僅要求學生具備基本語言能力，更需要學生能清楚界定立場、組織論點、提出證據支持立場，並回應反方觀點，以展現邏輯推理與批判思維。同時，隨著近年來資訊科技迅速發展，人工智慧已逐步被廣泛應用於各個領域，在教育領域中，以聊天機器人為基礎的學習工具開始被視為能夠協助學生學習、提供即時回饋的學習夥伴。 因此本研究導入人工智慧技術，設計能自動摘要分類小組論點、證據以及引導學生逐步將組內論證成果轉化為完整英語議論文寫作大綱之「AI聊天機器人」，協助學生在寫作前進行論點組織、論證深化與結構化思考，進一步協助學生從合作論證轉向有效的個人英文議論文寫作。 本研究採系統初步評估設計，針對大一學生進行實測。結果顯示，學生對平台之知覺有用性、知覺易用性與使用意願皆持正向看法，並肯定平台在協助英文議論文寫作規劃、論證思考引導與架構釐清方面之成效。研究結果初步顯示，結合 Knowledge Forum 合作論證活動與 AI 寫作引導之平台，具有協助學生整理小組論證內容、形成個人化寫作素材，並支援英文議論文寫作前規劃與架構建構之潛力。;Collaborative Argumentation Learning is a learning approach centered on group interaction and argument construction， in which students collaboratively build knowledge through discussion， evidence sharing， and rebuttal. This approach helps enhance students critical thinking， problem-solving， and argumentative expression abilities. Argumentative essay writing， which emphasizes stance development， evidence support， and logical reasoning， is regarded as an important way to cultivate students critical thinking and argumentation skills. Meanwhile， with the rapid development of artificial intelligence technologies， chatbot-based learning tools have gradually been adopted in education as learning partners that provide immediate feedback and support. Therefore， this study integrates artificial intelligence technology to develop a chatbot that can automatically summarize and categorize group arguments and evidence， while guiding students to transform collaborative discussion outcomes into structured English argumentative essay outlines， thereby supporting students argument organization and writing development. This study adopted a preliminary system evaluation design and conducted a pilot implementation with first-year university students. The results indicated that students held positive perceptions regarding the platform’s perceived usefulness， perceived ease of use， and intention to use. Students also recognized the platform’s effectiveness in supporting argumentative essay planning， guiding argumentative thinking， and organizing writing structures in English argumentative writing. The findings suggest that the platform has the potential to support students in transforming group discussion content into personalized writing materials and in planning the structure of English argumentative essays.
