第五章 結論與建議
第二節 研究建議
本節主要依據研究結果，針對後續的研究、教學應用、設備與環境及教師等 方面提出建議。
一、對後續研究方面的建議
（一）研究對象方面
本研究實驗對象為台灣某大學設立之華語中心的零起點初級學習者，主要針 對學習動機、成效與滿意度之影響，以華語學習程度來看，尚有各華語中心與教 學機構的中級與高級程度學習者。建議後續研究者可以進行不同程度與教學機構 的研究，並增加樣本數，以作為各教學單位與相關教師的參考。
（二）研究內容方面
本研究主要針對學習動機、成效與滿意度之影響，建議後續研究者能增加同 一組的實驗次數與拉長觀察時間，以瞭解在使用頻率與時間的影響下，對其是否 會有不同的影響。亦建議後續研究者能以其他不同角度來探討行動學習輔助華語 文學習，以使相關研究內容之資訊更為豐富完善。
二、對教學應用方面的建議
本研究是針對《實用視聽華語》第一冊的第四單元為主要學習內容，除了關 於此單元的數字、量詞、多少、幾的用法與實際的購物對話之外，尚有許多日常 生活中需要運用與學習的地方。不僅學習日常生活的應用與對話，亦可擴展至其 他領域如地理、歷史、傳統文化等，進行更廣泛的華語文教學。
三、對設備與環境方面的建議
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（一）行動載具的數量、規格與網路品質
行動載具的數量多寡會影響學習者的時間及學習成效，數量不足、行動載具 型號不同與操作介面不同時，相對會拉長教學時間與學習者練習活動的時間和機 會。行動載具螢幕的大小亦會影響小組學習時的操作與觀看，如為單一個人或兩 人一組的學習時，使用智慧型手機是符合需求的，如三至四人或更多人的合作學 習時，小螢幕的載具會影響閱讀時間與清晰度，是故依照行動載具對應的學習人 數來選擇適當的螢幕大小，可助於學習上的需求與縮減閱讀的時間。因使用行動 載具進行學習，會與無線網路連結，網路的速度與穩定度會影響學習活動的進度 與時間，因此於施行行動學習前，建議先確認無線網路可否連線、其穩定與否、
速度是否符合需求，皆為事前須安排妥當的工作。
（二）學習環境
在使用行動載具進行學習活動時，除了安全性與無線網路的穩定性之外，建 議不應排除過多日常環境的正常現象，因為語言學習的最大目標為在日常生活中 實際運用，故學習者在學習時，於自然的生活環境下，才能接觸到華語使用者或 母語者，學習正確且日常使用的語句，達到溝通的目的。
四、對教師的建議
（一）活動設計
任務闖關，亦可增加尋寶活動或各種遊戲以添加趣味性，結合不同的地域或 園區，並事先查訪，能提供高品質的學習與提升學習者興趣。運用現在科技的具 體行動學習，亦可增進學習者對行動載具的使用與認知。
（二）小組合作學習
為使教學目標與增強學習成效，在學習活動時，可將不同華語程度的學習者 混合編組，但事前是必須了解學生的學習狀況與程度，不同程度的學習者可以在 學習時互相幫助，同時降低在學習華語時的恐懼與焦慮，增加討論的時間與互動，
亦提升說華語的自信，使學習活動的進行更容易。
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