本研究旨在融入運算思維策略於英語口說教學課程，以提升高齡學習者的英語口說表現。本研究採行動研究法，以台北市某國中十位高齡學習者為研究對象，進行為期四週共八次的運算思維英語口說課程，每次授課兩小時。本研究所使用教材包括「我的第一本中高齡旅遊英語」，以及研究者設計之學習單與活動。本研究所選用的運算思維策略為「資料萃取」、「樣式辨識」、「拆解」、「演算法思考」，並且採實作評量的方式，根據十位學習者的前、後測表現，瞭解其英語口說表現的改變情形。此外，本研究透過觀察、學生日誌、教師日誌、課堂錄影等資料，進一步了解高齡學習者英語口說表現的改變情形，以及對於本課程方案的態度與看法。研究結果發現，運算思維的融入有助於高齡學習者的英語口說「流暢性」、「精確性」的提升；在「發音」上則沒有顯著的差異。在態度與看法方面，高齡者對於本課程方案普遍抱持正向與肯定的態度。

The purpose of this action research was to integrate computational thinking strategies in an elders’ speaking class to enhance English speaking proficiency. The participants were ten elder learners in a junior high school in Taipei. Four computational thinking strategies were implemented, “abstraction”, “pattern recognition”, “decomposition”, and “algorithm thinking.” The participants took the Computational Thinking English speaking course for 4 weeks, 8 classes, 2 hours per class. Through action research, after 8 classes the elder students’ overall performance of English speaking proficiency was enhanced. In addition, the outcome of semi-structure interviews indicated that 10 elder learners enjoyed the courses, and had positive responses to the four computational thinking strategies implemented within each class. Suggestions concerning the way to integrate computational thinking into English speaking for the old-age learning were presented.

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