新住民語文教育線上互動自學系統使用行為分析與學習成效之探討

An Analysis of User Behavior and Learning Effectiveness in the Online Interactive Self-learning System for New Immigrant Languages Education in Taiwan

本研究旨在探討桃園市政府推動之「新住民語文教育線上互動自學系統」於國小新住民語文教學中的實際應用情形與學習成效。研究採混成研究法（Mixed Methods Research），以準實驗設計進行前後測，並輔以12位教師與學生的半結構式訪談，以深入分析使用行為與主觀經驗。 研究結果顯示，該系統有助於提升學生語文學習的自主性與參與度，語文測驗成績顯著進步。質性分析亦指出，影音教材有助於加深語言理解，AI互動題型能激發學習動機，並促進學生文化認同與家庭語言互動。整體而言，學生與教師對系統操作、內容設計及學習支援功能均表正向肯定，惟亦建議改善介面設計與回饋機制。 本研究建議後續持續優化系統使用介面、擴充互動題型與文化內容，並強化個別化學習支援功能，以提升新住民語文教育之教學品質與學習成效，亦為未來多語教育政策發展提供具體參考。

This study aims to investigate the application and learning effectiveness of the “Online Interactive Self-Learning System for New Immigrant Languages” promoted by the Taoyuan City Government in the context of elementary school education. Employing a mixed methods research design, this study integrates a quasi-experimental approach with pre- and post-tests, along with semi-structured interviews involving 12 teachers and multiple students, to analyze both learning performance and user experiences. The results indicate that the system significantly enhances students’ autonomy and engagement in language learning, with notable improvements in their language test performance. Thematic analysis of interview data further reveals that audiovisual materials deepen language comprehension, while AI-based interactive exercises motivate learners and foster both cultural identity and family language interaction. Both students and teachers expressed high satisfaction with the system’s functionality and content, though some suggested improvements in the interface and feedback mechanisms. Based on the findings, this study recommends optimizing the user interface, expanding interactive and culturally contextualized materials, and strengthening individualized learning support functions. The results provide practical and policy-relevant insights for the future development of multilingual education initiatives targeting new immigrant communities.