本研究以「特級日語會話」課程的學習者為對象，配合學習者的日語能力設計 APP 的輔助學習項目，探討自主學習能力、APP 輔助學習和學習成效之間的關係。結果發現，學期成績和 SPOT90（Simple Performance-Oriented Test）的成績之間呈中度正相關。雖然上下學期選課人數有變化，但調查自主學習能力、SPOT90 的前測和後測以及 APP 使用次數的相關結果發現，APP 使用次數在後測方面皆和「行為」、「態度」呈低度正相關；「1學年都有選課」的學習者的 APP 使用次數和 SPOT90 呈低度負相關。以SPOT90 的前測和後測結果來看，有部分的學習者從初級變中級，有跨越程度的變化。然而，對於低成就學習者透過 APP 提升成績與自律學習要素的期待尚無法得出明確結論。儘管部分低成就學習者有較高的APP使用頻率，但 APP 使用與學習成效間的直接關聯仍不明顯，上述結果顯示未來研究需深入探討 APP 使用的質性面向及學習者的內在動機與自我調整行為。
This study examined the relationships between self-regulated learning ability, app-assisted teaching, and learning outcomes of learners in a “Special Japanese Conversation” course who used app-based supplementary learning materials tailored to their Japanese proficiency. Results showed a moderate positive correlation between their semester grades and their SPOT90 (Simple Performance-Oriented Test) scores. Although the number of students enrolled changed from the first to the second semester, analysis of self-regulated learning ability and the SPOT90 pre- and posttests indicated that app usage in the posttest showed a low positive correlation with ‘behavior’ and ‘attitude’. For students who enrolled for the full academic year, there was a weak negative correlation between app usage frequency and SPOT90 scores. According to the SPOT90 pre- and posttest results, some learners progressed from beginner to intermediate level. However, no clear conclusion could be drawn regarding the relationship between improved performance through the app and self-regulated learning elements for low-achieving learners. Despite frequent app usage among some low-achieving learners, the direct relationship between app usage and learning outcomes remained unclear. Further research is needed to examine in greater depth the qualitative aspects of app usage, learners’ intrinsic motivation, and self-regulatory behaviors.