聽、說、讀、寫是外語學習的四大技能，每一種能力都是促進語言能力不可或缺的一環。然而，相對於其他技能的學習，學習聽力卻常常因為課程時間相對短、教材型態以文字為主與缺乏外語環境等限制而難以實行。隨著行動裝置與人工智能的普及，聊天對話機器人已成為普及且可促進語言學習的工具。聊天機器人其幽默、高互動、不同模態回應（圖片、聲音、文字、表情符號、GIF貼圖）等特性可提供學習者個性化、無縫的學習體驗。然而，如何設計對話機器人以促進聽力學習？不同的幽默程度與回應方式的學習機器人如何影響的聽力學習的效果則成為重要的服務設計議題。
本研究以互動假說為理論基礎，應用準實驗研究法於北部某大學的初級日語課程，探討不同幽默程度的日語聽力學習聊天機器人如何影響日語聽力學習自我效能、日語聽力焦慮與日語聽力表現。本研究應用Facebook聊天機器人即時的文字、GIF貼圖兩種功能，操弄2*2共四種幽默回饋刺激（無幽默組、文字幽默組、GIF幽默組、文字+GIF幽默組），並透過前後測進行六週的實驗探討其對於學習者的影響。研究結果發現Chatbot聊天機器人的使用能顯著增進學習者的聽力學習成效與日語自我效能，但卻未能減緩學習者的日語聽力焦慮。再者，本研究發現語言自我效能有顯著提升，日語學習表現亦有顯著增加；但不同幽默之間卻未能等比例造成日語學習表現的增加。此外，日語學習機器人的幽默回饋對日語聽力焦慮的變化卻無顯著影響。本研究提出日語自我效能和日語聽力焦慮對於日語聽力學習的影響與未來研究建議。

Listening, speaking, reading, writing are four important skills for the language learning. Each skill plays an important role on the language ability. However, compared to others, listening ability is relatively hard to improve because of the short-time class lecture, learning materials, learning environment, and so on. By the popularity of mobile device and artificial intelligence, chatbot becomes to be a universal language learning tool. Chatbot’s chacteristics, such as humor, interaction, different response modes (figures, voices, texts, emotion, gif), can provide learners with personal learning experiences. Nonetheless, how to design chatbot to improve listening ability and how to use humor to make a good influence on the listening learning are important issues for the service design. This study stands on the base of interaction hypothesis, and applies Quasi-Experimental Design to the class of Beginning Japanese in one university in Northern Taiwan. We focus on different humor types of Japanese learning chatbot would make an influence on Japanese listening self-efficacy, Japanese listening anxiety, and Japanese listening comprehension. The study uses two Facebook chatbot’s functions, instant texts and gif, manipulates four humor replies (no humor, text humor, gif humor, text and gif humor) so as to find the effect by six-week experiment. The study finds that the use of chatbot can significantly improve learners’ Japanese listening comprehension and Japanese self-efficacy, but on the other hand, Japanese listening anxiety cannot be reduced. Moreover, the study finds that Japanese listening self-efficacy and listening comprehension grades significantly improve, but different humor types cannot enhance listening comprehension accordingly. However, Japanese learning chatbot cannot make an influence on the Japanese listening anxiety. Finally, the study discusses the effect of Japanese self-efficacy and learning anxiety on the Japanese learning and provides with some future advices.

摘要 I
Abstract II
目錄 IV
表目錄 V
圖目錄 V
壹、前言 6
1.1 背景介紹 6
1.2 研究問題 8
1.3 研究貢獻 8
貳、文獻回顧 10
2.1 互動假說（Interaction hypothesis）與回饋（feedback） 10
2.2行動裝置輔助語言學習與Chatbot聊天機器人 11
2.3 幽默與語言學習 14
參、研究方法 16
3.1 研究對象 16
3.2 Chatbot聊天機器人系統介紹 17
3.4資料蒐集 22
3.5 資料分析方法 25
肆、研究結果 26
4.1日語聽力學習Chatbot與日語聽力自我效能 26
4.2日語聽力學習Chatbot與日語聽力焦慮 31
4.3日語聽力學習Chatbot與日語聽力理解測試 33
伍、討論與結論 37
參考資料 40

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