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題名 桌遊對國中生單字學習與學習焦慮感之影響
The Effect of Board Games on Junior High School Students’ English Vocabulary Learning and Learning Anxiety
作者 蕭逸寧
Hsiao, Yi-Ning
貢獻者 許麗媛
Hsu, Li-Yuan
蕭逸寧
Hsiao, Yi-Ning
關鍵詞 桌遊
英語單字教學
英語單字學習
學習焦慮感
Board games
English vocabulary learning
English learning anxiety
日期 2020
上傳時間 3-Aug-2020 18:33:27 (UTC+8)
摘要 本研究旨在探討桌遊應用於台灣國中生英語單字學習之成效，及對學生學習焦慮感之影響，以及學生對桌遊教學的看法。研究參與對象為南台灣某公立國中八年級同班級的28名學生，進行為期8週的桌遊課程，比較課程前後學生之字彙學習表現及英語學習焦慮感程度之差異。研究工具包含自編桌遊、自編英語單字測驗、外語學習焦慮量表及開放式問卷，資料處理方式包含量化及質性分析。研究結果發現學生的單字學習成效有顯著進步，立即後測及延宕後測的分數相較於前測都較高；學習焦慮感方面雖無顯著差異，但後測分數相對桌遊實施前稍微降低。此外，問卷調查結果發現，大部分的學生對桌遊課程有正向回應。最後，根據研究結果，本研究也提出桌遊教學及研究相關建議，作為英語教師對單字教學及研究之參考。
This study investigated the effect of board games on a group of Taiwanese junior high school students’ English vocabulary learning outcomes and their English learning anxiety. Students’ perceptions of learning English vocabulary through board games were also examined. Twenty-eight 8th graders, who were in the same intact class from a school in Southern Taiwan, participated in the eight-week board-game instruction. The differences of students’ vocabulary performance and English language learning anxiety before and after the instruction were examined. Data were collected through the self-designed board games, the self-designed vocabulary test, Foreign Language Classroom Anxiety Scale, and the perception survey with open-ended questions. Both quantitative and qualitative analyses were utilized to analyze the data. The results showed that students gained significant improvement in the vocabulary test scores between the pre-test and the immediate post-test as well as the delayed post-test after the board-game instruction. Moreover, although the students’ scores of Foreign Language Learning Anxiety Scale showed no significant difference before and after the board-game instruction, their anxiety level was found to be slightly lower in the post-test. Furthermore, the findings from the survey indicated that the majority of the participants responded positively on vocabulary learning with board games. Based on the findings, suggestions regarding implementing board games in teaching English vocabulary and doing research are also provided in the study.
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Atkinson, R., Atkinson, R., & Hilgard, E. (1983). Introduction to psychology / Rita L. Atkinson, Richard C. Atkinson, Ernest R. Hilgard. (8th ed.). Harcourt Brace Jovanovich.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning:
Looking at and through the diary studies. Classroom oriented research in second language acquisition, 3(5), 67-102.
Bavi, F. (2018). The effect of using fun activities on learning vocabulary at the elementary level. Journal of Language Teaching and Research, 9(3), 629-639.
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
Cohen, A. (1994). Assessing language ability in the classroom (2nd ed.). Heinle & Heinle.
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Gobet, F., Retschitzki, J., & de Voogt, A. (2004). Moves in mind: The psychology of board games. Hove, UK: Psychology Press.
Hinebaugh, J. (2009). A board game education. Lanham, MD: Rowman & Littlefield Education.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
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Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296-308.
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描述 碩士
國立政治大學
英語教學碩士在職專班
106951009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951009
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 蕭逸寧zh_TW
dc.contributor.author (Authors) Hsiao, Yi-Ningen_US
dc.creator (作者) 蕭逸寧zh_TW
dc.creator (作者) Hsiao, Yi-Ningen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 18:33:27 (UTC+8)-
dc.date.available 3-Aug-2020 18:33:27 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 18:33:27 (UTC+8)-
dc.identifier (Other Identifiers) G0106951009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131303-
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) 106951009zh_TW
dc.description.abstract (摘要) 本研究旨在探討桌遊應用於台灣國中生英語單字學習之成效，及對學生學習焦慮感之影響，以及學生對桌遊教學的看法。研究參與對象為南台灣某公立國中八年級同班級的28名學生，進行為期8週的桌遊課程，比較課程前後學生之字彙學習表現及英語學習焦慮感程度之差異。研究工具包含自編桌遊、自編英語單字測驗、外語學習焦慮量表及開放式問卷，資料處理方式包含量化及質性分析。研究結果發現學生的單字學習成效有顯著進步，立即後測及延宕後測的分數相較於前測都較高；學習焦慮感方面雖無顯著差異，但後測分數相對桌遊實施前稍微降低。此外，問卷調查結果發現，大部分的學生對桌遊課程有正向回應。最後，根據研究結果，本研究也提出桌遊教學及研究相關建議，作為英語教師對單字教學及研究之參考。zh_TW
dc.description.abstract (摘要) This study investigated the effect of board games on a group of Taiwanese junior high school students’ English vocabulary learning outcomes and their English learning anxiety. Students’ perceptions of learning English vocabulary through board games were also examined. Twenty-eight 8th graders, who were in the same intact class from a school in Southern Taiwan, participated in the eight-week board-game instruction. The differences of students’ vocabulary performance and English language learning anxiety before and after the instruction were examined. Data were collected through the self-designed board games, the self-designed vocabulary test, Foreign Language Classroom Anxiety Scale, and the perception survey with open-ended questions. Both quantitative and qualitative analyses were utilized to analyze the data. The results showed that students gained significant improvement in the vocabulary test scores between the pre-test and the immediate post-test as well as the delayed post-test after the board-game instruction. Moreover, although the students’ scores of Foreign Language Learning Anxiety Scale showed no significant difference before and after the board-game instruction, their anxiety level was found to be slightly lower in the post-test. Furthermore, the findings from the survey indicated that the majority of the participants responded positively on vocabulary learning with board games. Based on the findings, suggestions regarding implementing board games in teaching English vocabulary and doing research are also provided in the study.en_US
dc.description.tableofcontents Table of Contents
Acknowledgement iii
Table of Contents v
Chinese Abstract viii
English Abstract ix
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
Classification of Board games 6
Characteristics of Board Games 7
Foreign Language Teaching and Board games8
Vocabulary Teaching 9
Definition of Vocabulary learning 9
Methods of Vocabulary Teaching 9
Vocabulary Teaching and Board Games 11
Learning Anxiety 13
Definition of Anxiety 13
Definition of Learning Anxiety 13
Learning Anxiety and Board games 14
CHAPTER THREE: METHODOLOGY 17
Participants 18
Instruments 18
The Instructional Materials 18
Vocabulary Test 22
Foreign Language Classroom Anxiety Scale23
The Vocabulary Learning Questionnaire 23
Procedure 25
Data Analysis 26
CHAPTER FOUR: RESULTS 29
Improvement of Vocabulary Learning 29
Students’ Foreign Language Learning Anxiety 31
Students’ Perceptions toward Board Games 34
CHAPTER FIVE: DISCUSSION AND CONCLUSION 43
Discussion and Major Findings 43
Pedagogical Implications 48
Limitations and Suggestions for Future Research 50
REFERENCES 52
APPENDIX A 59
APPENDIX B 60
APPENDIX C 61
APPENDIX D 63
APPENDIX E 65
APPENDIX F 66
APPENDIX G 71
APPENDIX H 73
APPENDIX I 76
APPENDIX J 77
 		zh_TW
dc.format.extent 3719173 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951009en_US
dc.subject (關鍵詞) 桌遊zh_TW
dc.subject (關鍵詞) 英語單字教學zh_TW
dc.subject (關鍵詞) 英語單字學習zh_TW
dc.subject (關鍵詞) 學習焦慮感zh_TW
dc.subject (關鍵詞) Board gamesen_US
dc.subject (關鍵詞) English vocabulary learningen_US
dc.subject (關鍵詞) English learning anxietyen_US
dc.title (題名) 桌遊對國中生單字學習與學習焦慮感之影響zh_TW
dc.title (題名) The Effect of Board Games on Junior High School Students’ English Vocabulary Learning and Learning Anxietyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Abidin, Z., Jafre, M., Pour-Mohammadi, M., Singh, B., Kaur, K., Azman, R., & Souriyavongsa, T. (2011). The effectiveness of Using Songs in YouTube to Improve Vocabulary Competence among Upper Secondary School Studies. Theory & Practice in Language Studies, 1(11).
Alghamdi, A. K., & Al Ahmed, S. (2018). Effective Methods for Teaching English Vocabulary to Saudi Female Students. Journal of Education and Learning, 12(1), 118-125.
Atkinson, R., Atkinson, R., & Hilgard, E. (1983). Introduction to psychology / Rita L. Atkinson, Richard C. Atkinson, Ernest R. Hilgard. (8th ed.). Harcourt Brace Jovanovich.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning:
Looking at and through the diary studies. Classroom oriented research in second language acquisition, 3(5), 67-102.
Bavi, F. (2018). The effect of using fun activities on learning vocabulary at the elementary level. Journal of Language Teaching and Research, 9(3), 629-639.
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
Cohen, A. (1994). Assessing language ability in the classroom (2nd ed.). Heinle & Heinle.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Din, F. S., & Calao, J. (2001). The effects of playing educational video games on kindergarten achievement. Child Study Journal, 31(2), 95-103.
Duque Micán, A., & Cuesta Medina, L. (2017). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education, 42(3), 398-414.
Dwi, L. E. (2017). Improving Students Vocabulary Mastery through Pictionary Board Game at Grade IV B Of Elementary School 36 Pekanbaru. Al-Ishlah: Jurnal Pendidikan, 9(2), 1-15.
Fung, Y. M., & Min, Y. L. (2016). Effects of board game on speaking ability of low-proficiency ESL learners. International Journal of Applied Linguistics and English Literature, 5(3), 261-271.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A Research and Practice Model. Simulation & Gaming, 33(4), 441-467.
Ginsburg, H.,& Opper, S. (1971). Piaget`s theory of intellectual development.Englewood Cliffs, NJ: Prentice-Hall.
Gobet, F., Retschitzki, J., & de Voogt, A. (2004). Moves in mind: The psychology of board games. Hove, UK: Psychology Press.
Hinebaugh, J. (2009). A board game education. Lanham, MD: Rowman & Littlefield Education.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
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dc.identifier.doi (DOI) 10.6814/NCCU202000694en_US