Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/121745


Title: 以線上遊戲帶動台灣國中生的英語字彙學習:聚焦於字彙學習經驗與策略的教學行動研究
Junior high school students' vocabulary learning through a digital game: an action research study on learner experience and strategy
Authors: 黃家真
Huang, Chia-Chen
Contributors: 招靜琪
Chao, Chin-Chi
黃家真
Huang, Chia-Chen
Keywords: 線上遊戲
單字學習
指導
策略
以英語外語
Online games
Vocabulary learning
Instruction
Strategies
EFL
Date: 2018
Issue Date: 2019-01-04 17:06:53 (UTC+8)
Abstract: 本研究旨在探討指導措施搭配上台報告對於使用線上遊戲學英文單字的幫助,並且分析高成就與低成就學生於此研究中所發展的學習策略。此外,本研究也呈現出學生以遊戲為基礎的指導活動中所體驗到的優點與缺點。
本研究採用質性行動研究。研究對象為研究者所任教的某國中八年級的二十五位學生。他們被要求在家玩指定的線上遊戲來學單字,並搭配寫日記的方式,進行為期六週的課程。然後,他們也被要求針對遊戲指定的地方做小組報告來幫助同學們學習新單字。與本研究蒐集資料來源有五項:(1) 學生需求分析問卷、(2) 遊戲單字的前測與後測、(3) 教師日誌與課室觀察、(4) 學生線上遊戲日記、(5) 小組與個人訪談。
研究結果顯示,透過玩線上遊戲學習單字並搭配小組報告,不僅課堂上可實施於這些學生,也確實能提升學生們的字彙量。此外,高成就與低成就的學生皆發展出類似的學習策略,除了推敲語意這個策略是只有高成就學生才會使用的學習方式。另外,學生從中也有一些額外的收穫,例如:面對遊戲問題所發展出來的破關策略、從小組報告中獲得成就感、藉由接觸遊戲英聽提升英聽理解力。
本研究結果建議教師可以把線上遊戲融入課室英文中,此方式在增加學習單字的樂趣,與提供學生新的學習情境都有幫助。建議教師可以自行發展新的指導方式或新的課程搭配活動,以提升語言學習的效率。此外,本研究亦提供教師現場教學及未來研究方向之建議。
This study aims to examine how to boost students’ interests in learning vocabulary and it further explore how the instructional measurement and the required presentation supported vocabulary learning via online games. It also explores what learning strategies were developed by high and low proficiency students in the current study. Moreover, it presented the advantages and disadvantages that the students experienced from this game-based instructional activity.
This study adopted a qualitative action research design. The participants were twenty-five eighth graders in a class taught by the teacher researcher. They were asked to learn new vocabulary by playing an online game at home while keeping a digital game diary in a six-week period. They were then required to do a group presentation helping their classmates learn the new words that they found in a required section of the game. The data were collected from (1) students’ background survey, (2) the game vocabulary pre-test and post-test, (3) teaching logs and classroom observation, (4) students’ digital game diaries, and (5) group and individual interviews.
The important findings are listed as follows. First, learning vocabulary through online games along with the required group presentation is feasible to these junior high school students, and they did learn new words in this process. Second, both high and low proficiency students developed their own learning strategies, most of which were similar. However, the learning strategy, inferring by using the context, was only adopted by high proficiency students. Third, there were some additional benefits students gained from participating in this study. For instance, many students also developed their own gaming strategies when facing problems. In addition, they obtained a sense of achievement from the group presentations. Furthermore, some of their listening comprehension was improved by the aural inputs of the game.
The findings suggest that teachers can integrate online games into classroom activity, which can be useful in increasing the fun of learning vocabulary and creating new learning environments for students. Teachers are suggested to develop other instructions or new classroom activities to boost language learning efficiency. Pedagogical implication and suggestions for future studies were presented as well.
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Description: 碩士
國立政治大學
英語教學碩士在職專班
1049510021
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