聊天機器人使用故事接龍及故事引導對話策略對學生英語閱讀經驗的影響;The Influence of Chatbots Using Story Relay and Story Guidance Strategies on Students’ English Reading Experience

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題名:	聊天機器人使用故事接龍及故事引導對話策略對學生英語閱讀經驗的影響;The Influence of Chatbots Using Story Relay and Story Guidance Strategies on Students’ English Reading Experience
作者:	馮永婷;Fong, Yong-Ting
貢獻者:	網路學習科技研究所
關鍵詞:	英語閱讀;聊天機器人;對話策略;閱讀投入;關係連結;English reading;chatbot;dialogue strategies;reading engagement;connection-making
日期:	2021-08-12
上傳時間:	2021-12-07 14:37:09 (UTC+8)
出版者:	國立中央大學
摘要:	在這個國際間交流頻繁的時代，英語已經成為最主要的國際溝通語言，且是一項不可或缺的能力，而英語閱讀教學亦逐漸受到英語教師和研究人員的關注；相關研究指出，透過對話式閱讀技巧引導學童能夠對其英語閱讀上帶來正面效果，為了將對話式閱讀帶入英語課堂中，本研究提出一聊書機器人系統，並探究不同對話策略，對孩童聊書對話狀況、建立關係連結以及閱讀投入的影響。本研究實驗對象為臺灣桃園市某國小五年級共計45位的學生；實驗活動共進行7週，每週之英語閱讀活動皆由學生自由挑選並閱讀書籍後，與同學自由分組聊書，並在兩天後與機器人聊書。前3週之機器人採用故事接龍對話策略，機器人與學生一來一往敘述故事，並將學生話語與故事文本進行比對，當機器人不理解文意時，會要求學生再次闡述故事內容；後4週則採用故事引導對話策略，機器人描述故事結構部分內容來引導學生，學生可以自由闡述故事內容。本研究主要收集與分析學生的心流、與機器人關係連結以及聊書過程中的對話資料進行分析探討，最後針對每位學生進行單獨訪談。研究結果顯示，兩階段閱讀活動過後，故事引導對話策略能夠有效幫助學生提升聊書對話量、對話內容之故事結構、與機器人關係連結以及閱讀投入，性別方面無明顯變化，先備知識方面，低成就學生與機器人聊書之對話量增加，中高成就學生則些微下降。另外，透過相關性分析發現，關係連結與機器人對話策略之相關性較為明顯，且機器人要求學生回答的行為通常使學生反感，而在兩種對話策略下，閱讀投入和對話狀況及學生與機器人建立關係連結間皆具有相關性。 ;In this era of frequent international communication, English has become the most important international communication language, and is an indispensable ability. The teaching of English reading has gradually attracted the attention of English teachers and researchers. Related research pointed out that guiding students through the dialogic reading has positive effects on students′ English reading. In order to implement dialogic reading in the English classroom, this study proposed a book talk chatbot, and explore the influence of chatbots using different dialogic strategies on student’s reading engagement, dialogue status and connection-making with chatbot. The subjects of this study are 45 fifth graders from an elementary school in Taoyuan City, Taiwan. The experiment was carried out for 7 weeks. In each weekly English reading activity, the students chose and read books freely, then talked about the books in groups with their classmates, and then talked about the books with the chatbot two days later. In the first 3 weeks, the chatbot used the story relay dialogue strategy. The chatbot and the students told the story one by one, and compared the students′ words with the text of the story. When the chatbot did not understand the text, the students were asked to explain the story again. In the last four weeks, story guided dialogue strategy was adopted. The chatbot described part of the story structure to guide the students, and the students were free to narrate the story content. This study focused on the analysis of students′ flow experience, their connection-making with chatbots and their conversations in the process of book talking. Finally, we interviewed each student. The results indicated that after the two-stage reading activity, story guided dialogue strategy could effectively improve the amount of book talk, the story structure of the dialogue content, the connection-making with the chatbot, and the reading engagement of the students. In terms of gender, there is no significant change. In terms of different prior knowledge, the amount of book talk between low-achievers and chatbots increased, while high-achieving students have decreased slightly. In addition, through correlation analysis, it was found that the correlation between the connection-making and the chatbot dialogue strategy was obvious, and the chatbot asked the students to answer often made the students dislike. Under the two dialogue strategies, reading engagement is related to dialogue status, and also related to connection-making between the students and the chatbot.
顯示於類別:	[網路學習科技研究所 ] 博碩士論文

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