國內歷年來重大教育政策如：九年一貫課程、活化課程，甚至十二年國教，在英語教學方面都強調「生活化」的重要性，期望透過多元的教材來提升學生學習動機及興趣，使其能夠活用英文來達到溝通的目的。多數國小教師的工作負荷大且並無共同時間與其他老師討論教學，許多老師皆獨立進行教案設計（吳耀明、馮厚美，2007；黃秀蓮，2005），教學時數增多，然而並不是所有英語教師都有額外時間可以創新教學內容來提升學生英語學習動機及興趣。
    因此，本研究將智慧型手機當作英語學習的載具，利用無線射頻辨識(RFID)創造情境感知系統，學習者接收指示以完成任務。題型共有三種，分為單選題、聽力題、排序題與移動物件題。學生依其指示去啟動指定物件之標籤(tag)，系統資料庫記錄下學生於教學活動中的所有過程，包括：試誤次數、求救次數、各題完成時間及完成任務總時間，以評估學生學習狀況。同時以情境式教學策略設計出一教案相互配合，內容為英語祈使句暨棒球常用單字教學，並建置一個以棒球為主題的情境場域，受試者隨後填寫系統滿意度問卷，以瞭解及提供未來改善系統依據。

Due to the trend of increasing importance of learning English, many policies and instructional methods are being implemented in schools. The Education Bureau in New Taipei City has implemented a Vitalized English Curriculum among elementary school students since 2008, and the teachers are encouraged to design different lesson plans to motivate the students. However, most elementary school teachers support a heavy workload and do not have time to consult with each other (Wu & Feng, 2007; Huang, 2005). In-service elementary school English teachers need more help with the lesson plans under this new policy.
    This research aims to design a lesson plan for teaching students about baseball English using Context Awareness System on smart phones, which will simulate a real baseball field circumstance so that the learners could understand the positions and the usage of imperative sentences. The Context Awareness System in this research will utilize RFID (Radio Frequency Identification) technology along with the lesson plan to create a context-aware learning environment. Learners will activate the tags of certain items mentioned on the screen of the smart phone to accomplish their mission; all the movements will be recorded by the system. This research provides recommendations and suggestions for the Vitalized English Curriculum, in-service elementary school English teachers and future studies.

Table of Contents
Chapter 1 Introduction………………………………………………………………..1
1.1	Background of the Research ………….……………………………………..1
1.2	Purposes and Questions of the Research…………………………………….4
1.3	Definitions of Terms……………………………………. …………………..5
1.4	Limitations of the Research……………………………. …………………...7
Chapter 2 Literature Review…………………………………………………………..8
2.1	English Learning and Teaching…….….……………………………………..8
2.2	Situated Learning…………………………………………..……………….15
2.3	Context Awareness Technology……………………………………………..19
2.4	Motivation……………………………. ……………………………….…...22
2.5	Learning Styles……………………………. …………………………….…27
Chapter 3 Methodology………………………………………………………………33
3.1	Research Structure…….….…………………………………………….…..31
3.2	Rationale for the Experimental Designs…………………..………….…….32
3.3	Participants of this research……………………………………….………..32
3.4	Instruments of this Research………………. ………………………….…...33
3.5	Procedure of this Research………………. ……………………….…….…36
3.6	Data Analysis Method………………. …………………………….…….…43
Chapter 4 Results and Discussion……………………………………………………44
4.1	Results of the English Motivation Survey……………………………….…44
4.2	Results of the Satisfaction Survey…………………..……………………...47
4.3	Results of the Context Awareness System Performance……………..……..48
4.4	Results of the Learning Styles……………. ……………………….….…...51
4.5	Discussion…. ……………… ……………………….…………….…….…54
Chapter 5 Conclusions………………………………………………….……………57	
5.1	Findings and discussions…………………………………..…………….…57
5.2	Recommendations for Future Research………..…………………………...59
Chinese References………………………………………………..…………………60
English References…………………………………………………..………………62
Appendix 1 Lesson Plan: Let’s Play Baseball!.……………….………..……………69
Appendix 2國小英語學習動機問卷專家評鑑表……………..….…………………72
Appendix 3國小英語學習動機問卷Motivation Survey……………………………76
Appendix 4系統滿意度問卷專家評鑑表………………………...…………………78
Appendix 5系統滿意度問卷Satisfaction Survey………………..…………………80
Appendix 6學習風格指標量表…………………………………..…………………81
Appendix 7 The Interview Log…………………………..………..…………………86


List of Tables
 
Table 2.3.1 Related Studies of Context Awareness Technology in Taiwan	21
Table 2.4.1 The Subsets of English Learning Motivation Survey	27
Table 2.5.1 Kolb’s four Learning Styles…………………………………….………28
Table 3.4.1 The CVI of the English Leaning Motivation Survey………….………..34
 
Table3.4.2 The Reliability of the English Leaning Motivation Survey…….……….34
Table 3.4.3 The Subsets of Satisfaction Survey……………………………………..35
Table 3.5.1 The comparison of the models between Gagne and Keller……………..36
Table 3.5.2 List of Questions in Context Awareness System………………………..39
Table 4.1.1 Descriptive Statistics of Instrumental Orientation……………….……...44
Table 4.1.2 Descriptive Statistics of Intrinsic Goal Orientation……………….……..45
Table 4.1.3 Descriptive Statistics of Language Anxiety……………………....……..45
Table 4.1.4 Descriptive Statistics of Technology-use Expectation..………….……..46
Table4.1.5 Independent Sample t-test of English Motivation Survey- Boys vs. Girls.47
Table4.2.1 Independent Sample t-test of Satisfaction Survey- Boys vs. Girls...……..48
Table 4.3.1 Independent Sample t-test of Performance (Scores) - Boys vs. Girls…...48
Table 4.3.2 Independent Sample t-test of Performance (Time Cost) - Boys vs. Girls.49
Table 4.3.3 Independent Sample t-test of Performance (Help) - Boys vs. Girls……..50
Table 4.3.4 Pearson Correlation among Variables……………….…………….……..44
Tables 4.4.1 Learning Styles- Active and Reflective Learners……………….….…..51
Tables 4.4.2Learning Styles- Sensing and Intuitive Learners……………….……….52
Tables 4.4.3 Learning Styles- Visual and Verbal Learners………………..….….…..52
Tables 4.4.4 Learning Styles- Sequential and Global Learners………...…….….…..52
Table 4.4.5 Levene's Test of Equality of Error Variances…………………….……..53
Table 4.4.6 The ANCOVA Results of Learning Styles in Context Awareness Syste..54
 
List of Figures
Figure 2.1.1 Celce-Murcia’s (2007, p.47) revised Communicative Competence	11
Figure 3.1.1 Research Structure	31
Figure 3.5.1 Procedure of the System	38
Figure 3.5.2 System Launch Interface…………………………………………..…..39
Figure 3.5.3 System Feedback…………………………………………………..…..40
Figure3.5.4 －The Interface of “Reading” Questions………………………….…..41
Figure3.5.5 －The Interface of “Listening” Questions………………………….….41
Figure 3.5.6 －The Interface of “Order” and “Moving” Questions…………………42

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