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Junior high school students' vocabulary learning through a digital game: an action research study on learner experience and strategy
|Issue Date:||2019-01-04 17:06:53 (UTC+8)|
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。
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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