本研究旨在探討融合數位應用軟體製作對於大學印尼語第二語言教學之成效，根據「科技、教學、學科知識（TPACK）」模式，輔以跨領域(trans-disciplinarity)、自主學習(heutagogy)和認知負荷(cognitive load)等理論架構，並透過質化與量化分析數位人文課程所收集的資料，以探索教導學生運用App Inventor 2記錄自己學習印尼語對於第二語言習得之影響。結果顯示參與數位人文課程的授課教師與助教群必須具備相當成熟的跨領域訓練與經驗，才能達標。對於參與課程的學生，如果印尼語能力良好，且該軟體與他們的iPhone相容，似乎希望爭取更多機會製作屬於自己的應用程式，對於那些仍在與印尼語奮戰的學生而言，此項應用程式建置之作業無疑是沉重且分散注意力的額外負擔。然而，該作業如能與課本內容之詞彙緊密結合，應該會獲得學生更多青睞。隨著學生對數位技術應用能力日益嫻熟，教學者必須準備就緒將學科內容知識、教學方法和資訊科技更緊密結合成跨學科模型，以期為未來的第二語言學習者提供更適切的課程。

This study investigated how the integration of app creation into second language education has changed the landscape of Indonesian teaching and learning at a university in Taiwan. Drawing primarily on the TPACK model and a combination of frameworks from trans-disciplinarity, heutagogy, and cognitive load, we analyzed the quantitative and qualitative data collected from a digital humanities course to explore to what extent teaching students to use App Inventor 2 to document their own learning in Indonesian could enhance L2 learning. Our findings showed that participating instructors and teaching assistants all required very high level of interdisciplinary training to achieve real trans-disciplinarity. The participating students who demonstrated good Indonesian language proficiency seemed to welcome the additional opportunity of making their own apps. However, for the students who were still struggling with L2 learning, the extra burden of creating apps was deemed overwhelming and distractive. If the assignments had been better integrated with the vocabulary and the contents of the textbook and if the software had been compatible with their iPhones, the students would have appreciated it more. As students are getting increasingly sophisticated in digital technology, we need to be prepared to provide a better L2 teaching package, fully integrating content knowledge, pedagogy, and technology in a tightly knit trans-disciplinary model to better serve our future students.