華語教師對新科技應用於口語教學之影響因素分析──以人型機器人為例

Abstract

本研究以整合型科技接受模式（Unified theory of acceptance and use of technology）為理論框架，從預期績效、預期付出、社會影響及促成條件等四項構面，探討華語教師對人型機器人應用於口語教學之影響因素分析。研究對象為具實際華語文教學經驗的教師。為使研究對象對人型機器 人的操作及技術知識更加熟悉，本研究設計人型機器人教學工作坊為介入課程 （Education Invention）。在工作坊後，研究者邀請參與者填寫訪談問卷，篩選出願意接受訪談的教師作為受訪者。本研究採用半結構式訪談，分析方式則使用紮根理論和樣板式分析法（Template Analysis），從而提取、調整及整合主題，以深入了解受訪教師在使用人型機器人輔助口語教學時不同構面的觀點與影響因素。根據訪談語料，研究發現，受訪教師認為人型機器人作為互動對象，能營造自然的對話環境，不僅有助於增加學生的學習機會，在提供多樣化的互動學習及個人化的即時反饋方面，也能有效提升學習成就；然而，機器人的物理特性和技術限制亦可能對學習成就產生影響。此外，儘管使用機器人能提高學習動機，若語音識別技術在不同學習情境下表現過於嚴苛或不夠精確，仍可能削弱學生的學習信心。受訪教師亦指出，使用人型機器人初期需投入較多時間與精力，特別是在學習操作機器人及規劃課程設計上。而任教機構的支持與同儕與同事的正面經驗，對於促進機器人教學應用的接受度和普及至關重要。成功的機器人教學應用，仰賴於任教機構提供足夠的資源和技術支持，包括經濟資源、適宜的課室網路環境，以及針對機器人輔助口語教學所設計的教學內容與教材。This study explores the factors influencing Chinese language teachers’ acceptance and willingness to integrate humanoid robots into oral teaching, using the Unified Theory of Acceptance and Use of Technology (UTAUT) as its theoretical framework. It focuses on four key constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions.The participants were Chinese language teachers with practical teaching experience. To ensure participants possessed adequate understanding of the functionalities and technical aspects of humanoid robots, a teaching workshop was designed as an educational intervention. Following the workshop, participants were invited to complete an interview questionnaire, and those who demonstrated a willingness to further engage were selected for in-depth interviews.This qualitative study employed semi-structured interviews to explore teachers’ perceptions regarding the use of humanoid robots in oral language teaching. Data were analyzed using grounded theory and template analysis to extract, refine, and synthesize thematic patterns, thereby offering a comprehensive understanding of the various dimensions and influencing factors involved.Interview findings from nine Chinese language teachers suggest that humanoid robots, when used as interactive agents, not only increase students’ opportunities for spoken language practice but also enhance the overall quality of learning by offering diversified interaction and personalized, real-time feedback. Nonetheless, the robots’ physical constraints and technical limitations were also identified as potential barriers to instructional effectiveness. While robots may serve to boost learner motivation, the precision and fault tolerance of speech recognition technologies can, in certain contexts, undermine students’ confidence and hinder learning outcomes.Participants further reported that the initial implementation of humanoid robots entails considerable time and effort, particularly in learning how to operate the robots and in designing pedagogically sound instructional activities. Institutional support, along with the encouragement of peer experiences, emerged as critical facilitators in promoting acceptance and broader application. Successful integration of humanoid robots into teaching practice depends on substantial institutional backing, including financial investment, appropriate classroom infrastructure, and the development of instructional materials specifically tailored for robot-assisted oral language education.