Augmented Reality (AR) is expected to be a new trend in computer assisted learning due largely to its characteristics of high interactivity, authenticity, and immersion. Since visualization and interactivity may trigger memory retention for students with low English proficiency, and help develop their cognitive ability, applying AR in the language learning context has the potentials to improve students' learning motivation and performance. In addition, as manifested in Vygotsky's (1978) constructivism, individuals can construct their knowledge as well as critical thinking skills through cooperating with others. Therefore, AR as a learning tool to create a cooperative learning environment was employed in the current study as a teaching method. The purpose of the study was to investigate whether there existed differences in motivation and achievement for sport talent students with low English proficiency regarding traditional teaching and AR cooperative learning. Fifty-one sport talent students taking Freshman English courses in the fall semester of 2021 participated in this study. Two different teaching methods - Traditional teaching and AR cooperative learning - were employed prior to and after the mid-term exam, respectively. The results showed that sport talent students exhibited a higher motivation as well as learning achievement under the approach of AR learning than in the traditional teaching environment. The findings have provided some insights into the AR application in English instruction for sport talent students.
擴增實境（AR）被視為電腦輔助學習的新趨勢，在很大的程度上是由於其具備高互動性，真實性和沉浸感的特點。由於視覺化和互動性可能會觸發低英文成就的學生之記憶保留，並有助於發展他們的認知能力，因此在語言學習環境中應用AR的學習法，具有提高學生的動機和表現的潛能。而維高斯基（1978）的社會建構主義中提到，個體在和他人共同合作討論之下，能幫助他們建構知識及增進批判式思考能力。因此，本研究的目的旨在調查在傳統式教學和AR合作學習中，低英文成就的體育專長學生的學習動機和成就是否存在差異。在2021年的上學期，修習大一英文課程的51名體育專長學生參與了本研究。在期中考試之前和之後分別採用了兩種不同的教學方法－傳統式教學及AR合作學習。結果顯示，體育專長學生在接受了AR合作學習後，表現出比傳統式教學中更高的學習動機及英文學習成效。本研究成果針對體育專長學生的英語學習課程設計除了提供一些混成型教學法的實際範例之外，並對於在網路世代的影響下，如何有效整合時下科技於教學情境中，提供了新的課程設計概念。
