過去研究指出亞洲國家的英文教學多採取較被動且枯燥乏味的傳統授課模式，較少有機會實際讓學習者進行口說練習。而情境感知已被指出對學習有許多助益，但鮮少研究針對情境感知與口說對學習的影響進行深入的探討。除此之外，過去研究亦指出戲劇的學習對於英文口說是有幫助的，但鮮少有研究提供學習者能獨自練習戲劇對話的機會，因此本研究不僅幫助學習者有機會與同儕練習英文，更進一步讓學習者透過系統與機器互動練習英文對話。
為解決上述問題，本研究開發了一套情境感知智慧學習機制(Context-Awareness Smart Learning Mechanism, CASLM)，並在當中設計五種機制輔助學習者進行學習，分別為情境感知學習內容、情境感知輸入輔助、口說辨識回饋、同儕合作學習及智慧對話機器人。為探討對學習的影響，本研究將共六十八名八年級學習者分為三組進行為期六週的實驗，實驗組使用本研究所開發的學習機制進行學習；而控制組一僅使用一般平板的內建功能進行學習；控制組二則是使用傳統教學進行學習。
研究結果顯示使用CASLM的學習者，在口說能力與對話能力上都優於另外兩組學習者，這表示CASLM不論是在口說能力或對話能力上都有顯著的成效。更進一步發現，對話練習的完成次數能預測口說成績達預測30%，代表學習者在戲劇對話練習的完成度越高，其口說能力越高。另一方面，結果中亦發現了在使用CASLM練習對話的次數明顯多於使用一般平板的學習者，代表在真實情境中使用CASLM輔助其練習英文對話可以有效提升學習者的學習動機。最後，由問卷與訪談中，發現學習者對於CASLM的使用皆抱持著正向的態度。

Past studies had pointed out that English teaching in Asian countries mostly adopts a more passive and boring traditional teaching mode, with fewer opportunities for learners to actually practice oral English. Accordingly, some studies had been addressed a pedagogical term, called context-awareness, that could give a great benefit to make learners become more active. However few studies explored the influence of context-awareness and oral discourse on learning. In addition, past studies had also pointed out that drama learning is helpful for English speaking, but few studies provided learners with the opportunity to practice drama dialogue alone. Therefore, this study not only helps learners to practice English with their peers, but also further enables learners to practice English dialogue through systematic interaction with machines.
To address these issues, we develop a Context-Awareness Smart Learning Mechanism (CASLM) with five mechanisms including context-aware learning content, context-aware input assistance, oral recognition feedback, peer cooperative learning and smart conversation robot. These mechanisms were provided to help learners in their learning. To explore the impact on learning, this study divided a total of 68 eighth grade learners into three groups for a six-week experiment. The experimental group used the learning mechanism developed in this study; the control group I only used the built-in functions of the general tablet; while the control group II used traditional teaching method.
The results show that learners using CASLM were superior to the other two groups in both oral and conversational skills. This indicates that CASLM had significant effects in both oral and conversational skills. Furthermore, the number of times for completing dialogue exercises can predict the oral performance by 30%. This finding implies that learners who got higher performance in completing dialogue exercises would achieve higher oral ability. Additionally, the results also show that learners who used CASLM to practice dialogues significantly more frequently than those who used the general tablet, which means that using CASLM to assist them in practicing English dialogues in real situations can effectively improve learners' learning motivation. Finally, from the questionnaire and interview, it is found that learners hold a positive attitude towards the use of CASLM.

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