網路的普及加上科技的發展，許多機構正將傳統面對面的課程改為線上進行，外語的教學也不例外，本研究以擴大探究社群模型（Extended Community of Inquiry, ECoI）分析線上華語口語課程學生的主觀學習感知。
綜觀過去的研究，線上華語教學研究多著重在線上形式的課程設計及科技運用，較少以量化形式呈現學生主觀學習感受。因此，本研究以印尼八華學校的學生為例，課程採用探究社群理論，結合針對線上外語教學提出的技能金字塔（Skills pyramid）來設計，課程結束後以擴大探究社群調查問卷的結果分析學生對於線上華語口語課程的上課感受，並比較兩組學習程度的學生在擴大探究社群模型中各構面的差異，也透過路徑分析來探索擴大探究社群模型四個構面的結構關係與預測程度。
研究結果發現，探究社群理論可提供教師設計線上課程時全方面的課程架構思考，而問卷調查結果四類呈現的平均分數皆大於3分，其中又以教學呈現表現最好，學習呈現最差；而中級和高級學生在四類知覺呈現中，均無顯著差異，最後，教學呈現對社交呈現及認知呈現達正向顯著預測，意即教學呈現得分愈高，其社交呈現及認知呈現得分亦愈高；社交呈現對學習呈現達正向顯著預測，意即社交呈現得分愈高，其學習呈現得分亦愈高。上述研究結果可提供線上華語教師進行課程設計與教學之參考。

With the popularization of the Internet and the development of technology, many institutions are changing traditional face-to-face courses to online ones, and foreign language teaching is no exception. This study uses the Extended Community of Inquiry theoretical model to analyze learners' subjective learning perceptions of the online Chinese-speaking courses.
Looking at past research, online Chinese teaching research mostly focuses on online curriculum design and technology application and seldom presents students' subjective learning experiences in quantitative form. Therefore, this study takes the students of Pahoa School in Indonesia as an example. The course adopts the theory of Community of Inquiry combined with the Skills Pyramid proposed for online foreign language teaching. After the course, the results of the extended Community of Inquiry questionnaire were used to analyze the students' feelings about the online Chinese-speaking course and to compare the differences between the two groups of students in each aspect of the Extended Community of Inquiry model. In addition, path analysis is also used to explore the structural relationship and prediction degree of the four dimensions of the model.
The results of the study found that the Community of Inquiry can provide teachers with all-round thinking on the curriculum structure when designing online courses, and the average scores of the four categories of the questionnaire survey results are all higher than 3 points, among which the teaching presence is the best and the learning presence is the worst. There is no significant difference between intermediate and advanced students in the four types of presence. Finally, teaching presence has a positive and significant predictor effect on social presence and cognitive presence, so the higher the score of teaching presence, the higher the score of social presence and cognitive presence. Social presence has a positive and significant effect on learning presence, so the higher the social presence score, the higher the learning presence score. The above research results can provide references for online Chinese language teachers in curriculum design and teaching.

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