Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/123687| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 許麗媛 | zh_TW |
| dc.contributor.advisor | Hsu, Li-Yuan | en_US |
| dc.contributor.author | 余欣蓉 | zh_TW |
| dc.contributor.author | Yu, Hsin-Rong | en_US |
| dc.creator | 余欣蓉 | zh_TW |
| dc.creator | Yu, Hsin-Rong | en_US |
| dc.date | 2019 | en_US |
| dc.date.accessioned | 2019-06-03T05:06:29Z | - |
| dc.date.available | 2019-06-03T05:06:29Z | - |
| dc.date.issued | 2019-06-03T05:06:29Z | - |
| dc.identifier | G0104951007 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/123687 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 104951007 | zh_TW |
| dc.description.abstract | 本研究旨在探討桌遊應用於英語文法教學對國小學童的學習成效，並分析桌遊文法教學對於高成就學生與低成就學生之影響與差異。研究對象為某公立國小的100名五年級學生，同時將其分為實驗組與控制組，進行為期八週的桌遊英語文法教學課程。研究工具以自編英語文法測驗作為前後測、學生學習感受問卷及訪談，而資料處理的方式同時以量化與質化進行分析。研究結果發現，雖然兩組學生在文法學習上皆有顯著的進步，但桌遊組學生的後測成績略高於控制組學生。其中，桌遊組當中的低成就學生，後測成績有明顯大幅度的進步，顯示桌遊教學對低成就學生成效較佳。此外，在問卷與訪談結果中發現，學生普遍對桌遊課程抱持正向感受，且有百分之九十以上的學生認為桌遊課程能幫助自己提升英語學習。最後，依據本研究結果提出相關建議，供日後桌遊文法教學與研究之參考。 | zh_TW |
| dc.description.abstract | The study aimed to investigate the effect of implementing board games on students’ English grammar learning and to analyze whether the improvement differs between high- and low-achievers. A total of one-hundred 5th graders were recruited, and they were assigned into experimental group and control group. Meanwhile, all the participants were provided the grammar instruction for eight weeks. Data were collected through both quantitative and qualitative methods. The instruments included pre- and post-test, questionnaire and interviews. According to the results, it showed that although students from both groups scored significantly higher in the post-test after the grammar instruction, the experimental group scored slightly higher than the control group. Moreover, the low-achievers in the experimental group made more progress than those high-achievers, indicating that the use of board games seems to be more effective for low-achievers. It also suggested that over 90% of the students had highly positive comments toward the instruction. Finally, based on the results of this study, some suggestions for English teaching and further studies are provided. | en_US |
| dc.description.tableofcontents | CHAPTER ONE: INTRODUCTION 1\nMotivation and Background 1\nPurpose of the Study 2\nSignificance of the Study 3\nCHAPTER TWO: LITERATURE REVIEW 5\nBoard Game Method 5\nDefinition of Board Games 5\nFeatures of Board Games 6\nGames and Learning 8\nThe Application of Board Games in the Current Educational Context 10\nGrammar Teaching 13\nDefinition of Grammar Teaching 13\nDevelopment of Grammar Teaching Methods 13\nGrammar Teaching with Games 15\nCHAPTER THREE: RESEARCH METHOD 19\nParticipants 19\nInstruments 20\nTeaching Materials 20\nPre-test and Post-test 24\nQuestionnaire & Interview 25\nProcedure 27\nData Analysis 30\nCHAPTER FOUR: RESULTS 33\nImprovement of Grammar Learning 33\nThe Difference between High-achievers and Low-achievers 35\nStudents’ Perceptions toward Board Games 37\nQuestionnaire 37\nInterview 43\nCHAPTER FIVE: DISCUSSION AND CONCLUSION 53\nDiscussion of Major Findings 53\nPedagogical Implications 56\nLimitations of the Study and Suggestions for Further Research 57\nREFERENCES 61\nAPPENDIX A 70\nAPPENDIX B 71\nAPPENDIX C 72\nAPPENDIX D 73\nAPPENDIX E 74\nAPPENDIX F 76\nAPPENDIX G 77\nAPPENDIX H 78\nAPPENDIX I 79\n\nLists of Tables\n\nTable 2.1 The Implementation of Games in the Educational Context 10\nTable 2.2 The Application of Board Games in the Current Educational Context in Taiwan 12\nTable 2.3 The Overview of Studies on Grammar Teaching with Games 17\nTable 3.1 The Content of “The Follow Me Book 5” 21\nTable 3.2 The Timetable of the Study 29\nTable 4.1 The Results of Pretest 34\nTable 4.2 The Results of Posttest 35\nTable 4.3 The Improvement of Grammar Learning 35\nTable 4.4 The Difference between High-achievers and Low-achievers 36\nTable 4.5 Results of Four-point Likert-type Scale 38\nTable 4.6 Results of Question Number Six–Whether Students Like Board Games or Not 38\nTable 4.7 Results of Question Number Seven–Why Students Like Board Games 39\nTable 4.8 Results of Question Number Nine–What Students Gain from Board Games 41\n\nLists of Figures\n\nFigure 3.1 The Procedure of the Study 29\nFigure 4.1 The Difference between High-achievers and Low-achievers 36 | zh_TW |
| dc.format.extent | 65415631 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0104951007 | en_US |
| dc.subject | 桌遊 | zh_TW |
| dc.subject | 英語文法學習 | zh_TW |
| dc.subject | 英語教學 | zh_TW |
| dc.subject | 英語為外語之學童 | zh_TW |
| dc.subject | Board games | en_US |
| dc.subject | English grammar learning | en_US |
| dc.subject | English teaching | en_US |
| dc.subject | Young EFL learners | en_US |
| dc.title | 桌遊對臺灣國小學童英語文法學習之影響 | zh_TW |
| dc.title | The effects of board games on english grammar learning of elementary students in Taiwan | en_US |
| dc.type | thesis | en_US |
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| dc.identifier.doi | 10.6814/THE.NCCU.ETMA.002.2019.A07 | en_US |
| item.fulltext | With Fulltext | - |
| item.grantfulltext | restricted | - |
| item.openairetype | thesis | - |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.cerifentitytype | Publications | - |
| Appears in Collections: | 學位論文 | |
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| 100701.pdf | 63.88 MB | Adobe PDF2 | View/Open |
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