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題名 桌遊對臺灣國小學童英語文法學習之影響
The effects of board games on english grammar learning of elementary students in Taiwan
作者 余欣蓉
Yu, Hsin-Rong
貢獻者 許麗媛
Hsu, Li-Yuan
余欣蓉
Yu, Hsin-Rong
關鍵詞 桌遊
英語文法學習
英語教學
英語為外語之學童
Board games
English grammar learning
English teaching
Young EFL learners
日期 2019
上傳時間 3-Jun-2019 13:06:29 (UTC+8)
摘要 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。
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.
參考文獻 English

Asher, J. J. (1977). Learning another language through actions: The complete teacher’s guidebook.
Benson, P., & Chik, A. (2011). Towards a more naturalistic CALL: Video-gaming and language learning. International Journal of Computer-assisted Language Learning, 1(3), 1–13.
Brom, C., Buchtova, M., Sisler, V., Dechterenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi‐experimental study. Computers and Education, 79, 69–100.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A Meta-analysis. Review of Educational Research, 64, 363-423.
Celce-Murcia, M. (1991), Grammar Pedagogy in Second and Foreign Language Teaching. TESOL Quarterly, 25: 459-480.
Charlier, N., De Fraine, B., 2013. Game-based learning as a vehicle to teach first aid content: a randomized experiment.
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game‐based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171–186.
Cheung, A., & Harrison, C. (1992). Microcomputer adventure games and second language acquisition: A study of Hong Kong tertiary students. In M. C. Pennington & V. Stevens (Eds.), Computers in applied linguistics (pp. 155–178). Clevedon: Multilingual Matters.
Chomsky, N. (1959). Language, 35 (l), 26-58.
Churchill, D., & Hedberg, J. (2008). Learning object design considerations for small-screen handheld devices. Computers & Education, 50(3), 881–893.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey, NJ: Lawrence Erlbaum.
Diependaele, K., Lemhöfer, K., & Brysbaert, M. (2013). The Word frequency effect in first- and second-language word recognition: A Lexical entrenchment account. The Quarterly Journal of Experimental Psychology, 66(5), 843-863.
Drönyei, Z. (2001) Teaching and researching motivation. Edinburgh Gate, England: Pearson Education.
Duffy, M. C., & Azevedo, R. (2015). Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system. Computers in Human Behavior, 52, 338–348.
Ebbinghaus, H. (1964). Memory: A Contribution to Experimental Psychology. New York, NY: Dover
Elliott, E. S., & Dweck, C. S. (1988). Goals: An Approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective.
García‐Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/ gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481–491.
Ghaemi, F., & Ebrahimi, F. (2015). The impact of implementing computer games and motor activity on early EFL vocabulary achievement. Theory and Practice in Language Studies, 5(6), 1216-1225.
Ghanbaran, S., & Ketabi, S. (2014). Multimedia games and vocabulary
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Gingsburg, H., & Opper, S. (1971). Piaget’s theory og intellectual development. Eaglewood Cliffs, NJ: Prentice-Hall.
Gobet, F., de Voogt, A., & Retschitzki, J. (2004). Moves in mind: The Psychology of board games. Hove, UK: Psychology Press.
Hainey, T., Westera, W., Connolly, T. M., Baxter, G., Boyle, E. A., Beeby, R., & Soflano, M. (2013). Students` attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. Computers & Education, 69, 474–484.
Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold.
Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187–207.
Husam Rushdi Ishtawi (2011) The effect of game strategy on the learning of English grammar for the 12thgrade students. The islamic university.
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Mandarin

王金玉（2015）。運用桌上遊戲提昇小六學童英語拼字能力之效益。國立台北教育大學，台北市。
何詩婷（2017）。應用桌遊提高國小一年級學生英語課學習投入之行動研究。靜宜大學教育研究所，台中市。
李慧如（2017）。桌上遊戲融入差異化教學對國小五年級學生英語學習動機與英語單字識字量之影響。國立臺南大學，臺南市。
紀姵羽（2016）。桌上遊戲應用於英語教學對國小六年級學生英語學習成效影響之研究。國立臺中教育大學，台中市。
張孜亦（2017）。桌遊融入英語教學應用於提升國小課後照顧班學生英語學習。國立臺南大學，臺南市。
郭維雯（2017）。運用桌遊以提升國小學生之英語閱讀能力與學習態度之研究。康寧學校財團法人康寧大學，台北市。
趙婉伶（2017）。運用學生自製桌遊對國小四年級英語補救教學學童英語字彙能力之影響。國立台北教育大學，台北市。
詹佳宜（2016）。桌遊融入國小英語教學對單字學習成效與動機行為之探討。國立臺北科技大學，台北市。
描述 碩士
國立政治大學
英語教學碩士在職專班
104951007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951007
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 余欣蓉zh_TW
dc.contributor.author (Authors) Yu, Hsin-Rongen_US
dc.creator (作者) 余欣蓉zh_TW
dc.creator (作者) Yu, Hsin-Rongen_US
dc.date (日期) 2019en_US
dc.date.accessioned 3-Jun-2019 13:06:29 (UTC+8)-
dc.date.available 3-Jun-2019 13:06:29 (UTC+8)-
dc.date.issued (上傳時間) 3-Jun-2019 13:06:29 (UTC+8)-
dc.identifier (Other Identifiers) G0104951007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/123687-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 104951007zh_TW
dc.description.abstract (摘要) 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 (摘要) 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
Motivation and Background 1
Purpose of the Study 2
Significance of the Study 3
CHAPTER TWO: LITERATURE REVIEW 5
Board Game Method 5
Definition of Board Games 5
Features of Board Games 6
Games and Learning 8
The Application of Board Games in the Current Educational Context 10
Grammar Teaching 13
Definition of Grammar Teaching 13
Development of Grammar Teaching Methods 13
Grammar Teaching with Games 15
CHAPTER THREE: RESEARCH METHOD 19
Participants 19
Instruments 20
Teaching Materials 20
Pre-test and Post-test 24
Questionnaire & Interview 25
Procedure 27
Data Analysis 30
CHAPTER FOUR: RESULTS 33
Improvement of Grammar Learning 33
The Difference between High-achievers and Low-achievers 35
Students’ Perceptions toward Board Games 37
Questionnaire 37
Interview 43
CHAPTER FIVE: DISCUSSION AND CONCLUSION 53
Discussion of Major Findings 53
Pedagogical Implications 56
Limitations of the Study and Suggestions for Further Research 57
REFERENCES 61
APPENDIX A 70
APPENDIX B 71
APPENDIX C 72
APPENDIX D 73
APPENDIX E 74
APPENDIX F 76
APPENDIX G 77
APPENDIX H 78
APPENDIX I 79

Lists of Tables

Table 2.1 The Implementation of Games in the Educational Context 10
Table 2.2 The Application of Board Games in the Current Educational Context in Taiwan 12
Table 2.3 The Overview of Studies on Grammar Teaching with Games 17
Table 3.1 The Content of “The Follow Me Book 5” 21
Table 3.2 The Timetable of the Study 29
Table 4.1 The Results of Pretest 34
Table 4.2 The Results of Posttest 35
Table 4.3 The Improvement of Grammar Learning 35
Table 4.4 The Difference between High-achievers and Low-achievers 36
Table 4.5 Results of Four-point Likert-type Scale 38
Table 4.6 Results of Question Number Six–Whether Students Like Board Games or Not 38
Table 4.7 Results of Question Number Seven–Why Students Like Board Games 39
Table 4.8 Results of Question Number Nine–What Students Gain from Board Games 41

Lists of Figures

Figure 3.1 The Procedure of the Study 29
Figure 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 (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951007en_US
dc.subject (關鍵詞) 桌遊zh_TW
dc.subject (關鍵詞) 英語文法學習zh_TW
dc.subject (關鍵詞) 英語教學zh_TW
dc.subject (關鍵詞) 英語為外語之學童zh_TW
dc.subject (關鍵詞) Board gamesen_US
dc.subject (關鍵詞) English grammar learningen_US
dc.subject (關鍵詞) English teachingen_US
dc.subject (關鍵詞) Young EFL learnersen_US
dc.title (題名) 桌遊對臺灣國小學童英語文法學習之影響zh_TW
dc.title (題名) The effects of board games on english grammar learning of elementary students in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) English

Asher, J. J. (1977). Learning another language through actions: The complete teacher’s guidebook.
Benson, P., & Chik, A. (2011). Towards a more naturalistic CALL: Video-gaming and language learning. International Journal of Computer-assisted Language Learning, 1(3), 1–13.
Brom, C., Buchtova, M., Sisler, V., Dechterenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi‐experimental study. Computers and Education, 79, 69–100.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A Meta-analysis. Review of Educational Research, 64, 363-423.
Celce-Murcia, M. (1991), Grammar Pedagogy in Second and Foreign Language Teaching. TESOL Quarterly, 25: 459-480.
Charlier, N., De Fraine, B., 2013. Game-based learning as a vehicle to teach first aid content: a randomized experiment.
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game‐based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171–186.
Cheung, A., & Harrison, C. (1992). Microcomputer adventure games and second language acquisition: A study of Hong Kong tertiary students. In M. C. Pennington & V. Stevens (Eds.), Computers in applied linguistics (pp. 155–178). Clevedon: Multilingual Matters.
Chomsky, N. (1959). Language, 35 (l), 26-58.
Churchill, D., & Hedberg, J. (2008). Learning object design considerations for small-screen handheld devices. Computers & Education, 50(3), 881–893.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey, NJ: Lawrence Erlbaum.
Diependaele, K., Lemhöfer, K., & Brysbaert, M. (2013). The Word frequency effect in first- and second-language word recognition: A Lexical entrenchment account. The Quarterly Journal of Experimental Psychology, 66(5), 843-863.
Drönyei, Z. (2001) Teaching and researching motivation. Edinburgh Gate, England: Pearson Education.
Duffy, M. C., & Azevedo, R. (2015). Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system. Computers in Human Behavior, 52, 338–348.
Ebbinghaus, H. (1964). Memory: A Contribution to Experimental Psychology. New York, NY: Dover
Elliott, E. S., & Dweck, C. S. (1988). Goals: An Approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective.
García‐Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/ gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481–491.
Ghaemi, F., & Ebrahimi, F. (2015). The impact of implementing computer games and motor activity on early EFL vocabulary achievement. Theory and Practice in Language Studies, 5(6), 1216-1225.
Ghanbaran, S., & Ketabi, S. (2014). Multimedia games and vocabulary
learning. Theory and Practice in Language Studies, 4(3), 489-496.
Gingsburg, H., & Opper, S. (1971). Piaget’s theory og intellectual development. Eaglewood Cliffs, NJ: Prentice-Hall.
Gobet, F., de Voogt, A., & Retschitzki, J. (2004). Moves in mind: The Psychology of board games. Hove, UK: Psychology Press.
Hainey, T., Westera, W., Connolly, T. M., Baxter, G., Boyle, E. A., Beeby, R., & Soflano, M. (2013). Students` attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. Computers & Education, 69, 474–484.
Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold.
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.ETMA.002.2019.A07en_US