為了提供大學生練習即時英文對話的機會，台灣有許多大學設立面對面英語聊天室。傳統語言教室中教師通常主導大部分的談話，英語聊天室與之不同的是，參與者透過社會及文化互動，進一步形成學習社群。過去研究者探討學生使用線上聊天室(Austin et al., 2017; Dalton, 2011; Terhune, 2016; Yang & Chang, 2008)，以及比較線上與面對面聊天室的使用(Lai & Zhao, 2006; Schlusselberg, 2010; Trinder, 2016; Yuan, 2003)。然而，極少文獻研究並追蹤聊天室中社群的發展。因此，本研究目的在於：一、探討英語聊天室中輔導員對於學習社群的定義；二、指出輔導員在英語聊天室中策略的使用；三、了解學生對於他們在學習社群經驗的看法。
本研究聚焦英語為外語環境的一所大學，其內部的面對面英語聊天室。受試者包含五名輔導員，及二十三名學生。研究者採用質性研究，透過研究者觀察、反思表、非正式交談及半結構式訪談。研究結果顯示輔導員將英語聊天室視為非傳統、非正式的學習場域，且友好親切的氣氛是必要的條件。聊天室也是提供成員進行文化分享及共享知識的平台。為了促進學生溝通的意願，輔導員善用問題及討論學生感興趣的議題，引導他們分享資訊。輔導員的自我揭露及個人分享也對於建立情感連結非常有幫助。除了引導討論，輔導員透過桌遊讓學習者更為投入，避開了制式的一對一談話，創造更多機會讓學生自由表達。然而，根據研究者的觀察，提供正向回饋並非為提高學生溝通意願的必要因素。從學生的觀點而言，在英語聊天室的學習經驗後，他們反思自我更勇於透過英語分享意見，且因為他們在討論的過程中學習聆聽其他學生的意見，英語口說及聽力都有進步。學生也珍視能真正在生活中使用英文的經驗。本研究結果亦提供與促進學生英語口說相關的教學啟示。不論是在課堂上或是教室外，學生應被給予更多表達自我的機會。老師可以提供學生在真實英語交談情境中，面對尷尬及困窘時刻的協助及建議。未來的研究可以透過追蹤固定的社群成員，以觀察內部歸屬感的發展情形及同儕的合作互動。建議也可以透過學習者的學習經驗日誌，以得到更多深入的啟發。

Many universities in Taiwan set up face-to-face English chat rooms in order to provide college students with opportunities to practice real-time English conversations. Contrary to traditional language classrooms where teachers normally dominate the talk, participants in the English chat room have social and cultural interactions and further form a learning community. Previous researchers investigated students’ use of online chat rooms (Austin et al., 2017; Dalton, 2011; Terhune, 2016; Yang & Chang, 2008) and compared online chats with face-to-face chat rooms (Lai & Zhao, 2006; Schlusselberg, 2010; Trinder, 2016; Yuan, 2003). However, very few studies have been conducted to track the community development in the chat room. Therefore, this study aimed to 1) investigate tutors’ views on learning communities, 2) identify tutors’ strategy use in the English chat room, and 3) understand tutees’ perceptions of their experiences in the learning communities.
The present study focused on a face-to-face English chat room of a university in the EFL context. Participants included 5 tutors and 23 tutees. The researcher adopted a qualitative approach using researcher’s observations, reflection sheets, informal conversations, and semi-structured interviews. The result showed that tutors considered the English chat room to be an untraditional and informal learning environment where a welcoming and friendly atmosphere was necessary. The chat room also served as a platform for members to have cultural sharing and co-construct knowledge. In order to facilitate tutees’ willingness to communicate (WTC), tutors made use of questions to elicit tutees’ information and invited them to discuss topics of their interests. Tutors’ self-disclosure and personal sharing was also helpful in creating bonds with tutees. In addition to leading discussion, tutors’ introduction of board game also engaged learners and dodged fixed one-on-one conversations, creating more opportunities for tutees to freely speak up. Providing positive feedback, however, according to researcher’s observation, was not a crucial component in increasing tutees’ WTC. From tutees’ perspectives, after their learning experiences in the English chat room, they reflected that they were more courageous to share their opinions in English. They improved both English speaking and listening since they learned to listen to other tutees in the discussion. They appreciated the experience of actually using English in real life. The findings of the present study had some pedagogical implications related to facilitating learners’ English speaking. More opportunities should be given to encourage learners to express their ideas inside and outside of the classroom. Teachers can provide assistance in helping learners to deal with embarrassment and awkward moments in the real-life English conversations. Future research may aim to follow a certain group of community to observe the development of sense of belonging and peer cooperation. A journal of learners’ learning experience is also recommended to gain insights into their inner thought.

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