近年來的科技進步為語言學習帶來了新的可能，而行動輔助語言學習（MALL）也逐漸成為一種有潛力的方式用來提升學生的英語口說能力。然而，儘管 MALL 的使用越來越普遍，仍然鮮少有研究探討其在台灣國小英語課室中的實際運用情況。為彌補此研究缺口，本研究旨在探究國小英語教師對於運用 MALL 進行口說教學的看法、了解她們在課堂中實施 MALL 的方式，以及辨認教師在使用過程中所面臨的挑戰與採取的因應策略。本研究採用質性個案研究方法，邀請北台灣三位國小英語教師參與研究。半結構式訪談為主要資料來源，並輔以教師的教學文件作為補充。
研究結果顯示，教師普遍對MALL持略為正向的態度，認為其有助於個別化學習、差異化教學，並能提供即時且量化的回饋。然而，她們同時強調其侷限性，並指出 MALL 應僅作為課堂中的輔助工具。在實際運用方面，教師多以線上平台提供學生口說錄音的機會，同時也依據不同程度的學生進行差異化教學。在教學策略上，教師主要會示範操作方式、提供彈性練習時間，以及不列入線上口說分數於正式評量中。教師所面臨的挑戰包括環境音干擾、平板操作問題以及班級經營困難。為了因應這些挑戰，教師採取的策略包含讓學生在家練習、在大螢幕上示範操作流程，以及制定清楚的平板使用規範。最後，根據研究結果，本研究提出教學意涵與實務建議，以作為未來國小行動輔助口說教學的參考。

Recent technological advances have opened new possibilities for language learning, and Mobile-Assisted Language Learning (MALL) has emerged as a promising approach for enhancing students’ English speaking skills. However, despite its increasing use, few studies have explored how MALL is actually implemented in Taiwanese elementary classrooms. To address the gap, this study aims to explore elementary school English teachers’ perspectives on using MALL for teaching speaking, examine how they implement MALL in their lessons, and identify the challenges they face and strategies they adopt during the process. Using a qualitative case study, three elementary school English teachers from northern Taiwan were recruited as participants. Semi-structured interviews served as the primary data source, supplemented by teachers’ instructional documents.
Findings show that teachers generally held slightly positive attitudes toward MALL, believing that it benefits personalized learning and differentiated instruction and provides instant quantitative feedback. However, they also emphasized its limitations and suggested that it should serve only as an assistive tool in the classroom. As for their experience of implementing MALL, teachers mostly used online platforms to provide students with chances to do oral recording activities, and they also used differentiated instruction according to students’ proficiency levels. In terms of teaching strategies, teachers mainly provided demonstrations, allowed flexible practice time, and excluded online speaking scores from formal assessment. The challenges they encountered included interference of ambient sounds, problems with operating the tablets, and classroom management. To address these challenges, teachers reported using coping strategies such as practicing at home, demonstrating procedures on a large screen, and establishing clear rules for tablet use. Lastly, based on these findings, the study offers pedagogical implications and practical recommendations for future mobile-assisted speaking instruction at the primary level.

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