本研究旨在探討遊戲融入英語字彙教學,以提升不同學業程度原住民學生的學習動機與學習成就。以宜蘭縣陽光國中九年級兩班進行準實驗研究,實驗組26名與控制組27名,共53名學生為研究對象。實驗組接受「遊戲融入英語字彙教學」課程,控制組則接受「傳統英語教學」課程,進行6週12節課的實驗課程。兩班學生皆接受英語字彙學習動機量表與英語字彙測驗的前、後測,以比較兩班的差異;另外,實驗組學生輔以課後學習回饋單和訪談等質性資料,以了解學生對於遊戲融入英語字彙教學的想法。研究結果如下:
1. 實驗組學生在英語字彙學習動機方面,只有控制信念達到顯著,其
餘皆無顯著差異。
2. 實驗組的中等學業程度學生在英語字彙學習成就達顯著差異。
3. 學生最喜歡的遊戲為Word Puzzle,單字重組與Bingo;最不喜歡的是猜心,Bomb與字母卡拼字;認為有助於學習單字為單字重組,Word Puzzle與字母卡拼字。
最後,根據遊戲的實驗課程與學生意見彙整後提出建議,提供未來研究者與教學者參考。
The purpose of this study is to explore the effects of using games in teaching vocabulary to raise different levels’ aborigines’ English learning motivation and achievement. The participants were 53 aboriginal students from Yilan Sunny Junior High School. 26 students were assigned to the experimental group instructed by approaches with games, and 27 students as the control group were instructed by the traditional lecture method. This study was carried out for 6 weeks. Both the experimental group and the control group were asked to fill in the English Vocabulary Learning Motivation Questionnaire and to take the English Vocabulary Test. The results of their pretest and the posttest were analyzed quantitatively. Besides, the experimental group’s feedbacks and interviews were analyzed qualitatively. Following are the findings of this study:
1. English Vocabulary Learning Motivation:Only the self-efficacy part of the experimental group is higher than the control group’s.
2. English Vocabulary Achievement:The medium achievers of the experimental group are higher than the control group’s.
3. Students like Word Puzzle, Unscramble and Bingo; they don’t like Guessing, Bomb and Card Game; Unscramble, Word Puzzle and Card Game are helpful.
Finally, suggestions are made for further research and practice.
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