導遊是團體遊客滿意度的關鍵因素，他們的能力會影響遊客重遊目的地的意向。因此，許多大專院校的英語系或觀光系都陸續開設英語導覽解說課程，提前讓學習者可以接受英語導覽解說技能訓練。因此本研究採溝通式語言教學法（CLT），用活潑的溝通式語言教學法來教授英語導覽解說課程，再利用國家科學及技術委員會開發之多國語言導覽助理機器人作為教材輔具，以達更有效的策略來增進學習者口語溝通技能的練習。本研究對象為15名大學學生，分為對照組與實驗組，進行為期十八週的英語導覽解說課程之訓練。經前測、後測、及半結構式深度訪談來探討學習者在不同的階段的學習焦慮，再透過溝通式語言教學法與多國語言導覽助理機器人作為教學輔具可以有效降低學習焦慮，及改善學習動機與效益。

Tour guides are a key factor in group visitor satisfaction, and their abilities influence visitors’ intention to revisit a destination. Therefore, the English departments or tourism departments of many colleges and universities have successively set up guided commentary courses, allowing students to receive training skill as capable English guides in advance during school. Therefore, this research adopts the communicative Language Teaching method (CLT), emphasizing the communication of language to assist students to learn English tour guide commentary, and then use the multilingual tour guide assistant robot developed by the Ministry of Science and Technology as a teaching aid to effectively enhance students’ learning of oral language skills. The samples of this study are 15 students from the University of Science and Technology, divided into a control group and an experimental group. The two groups received 18-week training in an English guided commentary. Through pre-test, post-test, and in-depth interviews, it is found that learners have different types of anxiety at different learning stages. Through communication learning methods and multilingual guide assistant robots, students’ learning anxiety can be effectively reduced, and learning motivation and efficiency can be improved.