1. NCCU Academic Hub
  2. 學術產出
  3. 外國語文學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

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 3-八月-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.
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.
Hung, H. C., & Young, S. S. C. (2015). An investigation of game-embedded handheld devices to enhance English learning. Journal of Educational Computing Research, 52(4), 548-567.
Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296-308.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition?. Applied linguistics, 19(3), 357-377.
Jones, A. J. (2000). Game theory: Mathematical models of conflict. Elsevier.
Jung, J. H., Schneider, C., & Valacich, J. (2010). Enhancing the motivational affordance of information systems: The effects of real-time performance feedback and goal setting in group collaboration environments. Management science, 56(4), 724-742.
Kinzie, M. B., & Joseph, D. R. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research and Development, 56(5-6), 643-663.
Kirriemuir, J., & McFarlane, A. (2004). Report 8: Literature review in games and learning. Futurelab Series, 1-35.
Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Forum : Qualitative Social Research, 7(1).
Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411.
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534
Medina, S. L. (2003). Acquiring vocabulary through story-songs. MexTESOL Journal, 26(1), 7-10.
Moore, J. C., & Surber, J. R. (1992). Effects of context and keyword methods on second language vocabulary acquisition. Contemporary Educational Psychology, 17(3), 286-292.
Morgan, D.L. (1993). Qualitative content analysis: A guide to paths not taken.
Qualitative Health Research, 3, 112–121.
Murray, H. (1951). A history of board-games other than chess. Oxford, England: Clarendon Press.
Nation, I. (2008). Teaching vocabulary : strategies and techniques / I.S.P. Nation. Heinle Cengage Learning.
Nation, I. (2013). Learning vocabulary in another language (Second edition.)Cambridge, England: Cambridge University Press.
Nation, I., & Webb, S. (2011). Researching and analyzing vocabulary / I.S.P. Nation, Stuart Webb. (1st ed.). Heinle, Cengage Learning.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 09-30.
Parlett, D. (1999). The Oxford history of board games (Vol. 5). Oxford, NY: Oxford University Press.
Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental Vocabulary Acquisition from an Authentic Novel: Do" Things Fall Apart"?. Reading in a Foreign Language, 22(1), 31-55.
Prensky, M. (2007). How to teach with technology: Keeping both teachers and students comfortable in an era of exponential change. Emerging technologies for learning, 2(4), 40-46.
Salmina, N. G., & Tihanova, I. G. (2011). Psychological and pedagogical expertise of board games. Psychological Science and Education, 2011(2), 18-25.
Salmina, N. G., Tihanova, I. G., & Chernaya, O. V. (2011). Creation of developing curricula using the board games. Psychological Science and Education, 2011(2), 55-61.
Sardone, N., & Devlin-Scherer, R. (2016). Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215–222.
Schmitt, N. (2000). Vocabulary acquisition. Vocabulary in Language Teaching. Cambridge: Cambridge Language Education, 116-141.
Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners. International Journal of Linguistics, Literature and Translation, 2(1), 276-282.
Spielberger, C. D (1983). Manual for the State-Trait Anxiety Inventory Form Y Consulting Psychologists Press.
Taspinar, B., Schmidt, W., & Schuhbauer, H. (2016). Gamification in Education: A Board Game Approach to Knowledge Acquisition. Procedia Computer Science, 99, 101–116.
Tsai, F., Tsai, C., & Lin, K. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259–269.
Uglydoll Card Game Rule of Play (2006). Gamewright Publisher Website. Retrieved from https://gamewright.com/product/Uglydoll-Card-Game
Vernon, A. (2006). Thinking, feeling, behaving: an emotional education curriculum for children. Grades 1-6. Research Press.
Wang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International Journal of Learning and
Development, 1(1), 127-141.
Webb, S. (2007). The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28(1), 46–65.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.
Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of
Computer Assisted Learning, 34(3), 324-334.
Young, D. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal, 75(4), 426–439.
Yuksel, D., & Tanriverdi, B. (2009). Effects of Watching Captioned Movie Clip on Vocabulary Development of EFL Learners. Turkish Online Journal of Educational Technology, 8(2).
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。國立臺北教育大學兒童英語教育學系英語教育研究所，台北市。
石裕惠 (2016)。桌上遊戲融入國中英語教學對學生的學習動機與學習投入程度之影響。中興大學教師專業發展研究所，台中市。
余欣蓉 (2019)。桌遊對台灣國小學童英語文法學習之影響。國立政治大學英國語文學系碩士在職專班，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。
邱楷婷 (2017)。桌上遊戲融入視覺字彙教學對國小三年級學童之識字能力影響，台北教育大學，台北市。
林元媛 (2015)。桌遊應用在不同學習風格之國小低年級學童英語學習動機之研究，國立臺北教育大學數位科技設計學系，台北市。
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。
洪艤鈞 (2009)。遊戲式英語句型學習對國小學生學習成效之影響。臺灣師範大學資訊教育學系，台北市。
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。台中教育大學，台中市。
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。康寧大學，臺北市。
陳介宇 & 王沐嵐 (2017)。臺灣桌上遊戲研究與文獻之回顧分析。
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動機與成效之行動研究。國立臺南大學，臺南市。
張玲瑜. (2017)。遊戲式學習融入高職商業概論課程學習成效與學習動機之研究。淡江大學，台北市。
張淑真 & 莊維貞. (2007)。英語遊戲教學對國小五年級學生英語焦慮，學習動機與學習成就之研究。大葉大學，彰化縣。
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。國立台北科技大學，台北市。
葉欣怡. (2019). 運用桌遊融入補救教學以提升國小五年級學生英語學習動機之行動研究. 國立臺北教育大學教育學系，台北市。
趙崇儀 (2018)。桌上遊戲應用於英語教學破冰活動對國小五年級學生英語焦慮之影響。國立台北教育大學，台北市。
蔡佩蓁（2016）。結合桌上遊戲設計小五英語拼字學習教學課程之研究。國立交通大學，新竹市。
劉黛霓 (2017)。運用桌遊於五年級英語補救教學之行動研究。國立臺北教育大學課程與教學研究所，台北市。 
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 (作者) 蕭逸寧zh_TW
dc.contributor.author (作者) 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 3-八月-2020 18:33:27 (UTC+8)-
dc.date.available 3-八月-2020 18:33:27 (UTC+8)-
dc.date.issued (上傳時間) 3-八月-2020 18:33:27 (UTC+8)-
dc.identifier (其他 識別碼) 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.
Hung, H. C., & Young, S. S. C. (2015). An investigation of game-embedded handheld devices to enhance English learning. Journal of Educational Computing Research, 52(4), 548-567.
Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296-308.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition?. Applied linguistics, 19(3), 357-377.
Jones, A. J. (2000). Game theory: Mathematical models of conflict. Elsevier.
Jung, J. H., Schneider, C., & Valacich, J. (2010). Enhancing the motivational affordance of information systems: The effects of real-time performance feedback and goal setting in group collaboration environments. Management science, 56(4), 724-742.
Kinzie, M. B., & Joseph, D. R. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research and Development, 56(5-6), 643-663.
Kirriemuir, J., & McFarlane, A. (2004). Report 8: Literature review in games and learning. Futurelab Series, 1-35.
Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Forum : Qualitative Social Research, 7(1).
Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411.
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534
Medina, S. L. (2003). Acquiring vocabulary through story-songs. MexTESOL Journal, 26(1), 7-10.
Moore, J. C., & Surber, J. R. (1992). Effects of context and keyword methods on second language vocabulary acquisition. Contemporary Educational Psychology, 17(3), 286-292.
Morgan, D.L. (1993). Qualitative content analysis: A guide to paths not taken.
Qualitative Health Research, 3, 112–121.
Murray, H. (1951). A history of board-games other than chess. Oxford, England: Clarendon Press.
Nation, I. (2008). Teaching vocabulary : strategies and techniques / I.S.P. Nation. Heinle Cengage Learning.
Nation, I. (2013). Learning vocabulary in another language (Second edition.)Cambridge, England: Cambridge University Press.
Nation, I., & Webb, S. (2011). Researching and analyzing vocabulary / I.S.P. Nation, Stuart Webb. (1st ed.). Heinle, Cengage Learning.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 09-30.
Parlett, D. (1999). The Oxford history of board games (Vol. 5). Oxford, NY: Oxford University Press.
Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental Vocabulary Acquisition from an Authentic Novel: Do" Things Fall Apart"?. Reading in a Foreign Language, 22(1), 31-55.
Prensky, M. (2007). How to teach with technology: Keeping both teachers and students comfortable in an era of exponential change. Emerging technologies for learning, 2(4), 40-46.
Salmina, N. G., & Tihanova, I. G. (2011). Psychological and pedagogical expertise of board games. Psychological Science and Education, 2011(2), 18-25.
Salmina, N. G., Tihanova, I. G., & Chernaya, O. V. (2011). Creation of developing curricula using the board games. Psychological Science and Education, 2011(2), 55-61.
Sardone, N., & Devlin-Scherer, R. (2016). Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215–222.
Schmitt, N. (2000). Vocabulary acquisition. Vocabulary in Language Teaching. Cambridge: Cambridge Language Education, 116-141.
Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners. International Journal of Linguistics, Literature and Translation, 2(1), 276-282.
Spielberger, C. D (1983). Manual for the State-Trait Anxiety Inventory Form Y Consulting Psychologists Press.
Taspinar, B., Schmidt, W., & Schuhbauer, H. (2016). Gamification in Education: A Board Game Approach to Knowledge Acquisition. Procedia Computer Science, 99, 101–116.
Tsai, F., Tsai, C., & Lin, K. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259–269.
Uglydoll Card Game Rule of Play (2006). Gamewright Publisher Website. Retrieved from https://gamewright.com/product/Uglydoll-Card-Game
Vernon, A. (2006). Thinking, feeling, behaving: an emotional education curriculum for children. Grades 1-6. Research Press.
Wang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International Journal of Learning and
Development, 1(1), 127-141.
Webb, S. (2007). The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28(1), 46–65.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.
Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of
Computer Assisted Learning, 34(3), 324-334.
Young, D. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal, 75(4), 426–439.
Yuksel, D., & Tanriverdi, B. (2009). Effects of Watching Captioned Movie Clip on Vocabulary Development of EFL Learners. Turkish Online Journal of Educational Technology, 8(2).
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。國立臺北教育大學兒童英語教育學系英語教育研究所，台北市。
石裕惠 (2016)。桌上遊戲融入國中英語教學對學生的學習動機與學習投入程度之影響。中興大學教師專業發展研究所，台中市。
余欣蓉 (2019)。桌遊對台灣國小學童英語文法學習之影響。國立政治大學英國語文學系碩士在職專班，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。
邱楷婷 (2017)。桌上遊戲融入視覺字彙教學對國小三年級學童之識字能力影響，台北教育大學，台北市。
林元媛 (2015)。桌遊應用在不同學習風格之國小低年級學童英語學習動機之研究，國立臺北教育大學數位科技設計學系，台北市。
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。
洪艤鈞 (2009)。遊戲式英語句型學習對國小學生學習成效之影響。臺灣師範大學資訊教育學系，台北市。
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。台中教育大學，台中市。
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。康寧大學，臺北市。
陳介宇 & 王沐嵐 (2017)。臺灣桌上遊戲研究與文獻之回顧分析。
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動機與成效之行動研究。國立臺南大學，臺南市。
張玲瑜. (2017)。遊戲式學習融入高職商業概論課程學習成效與學習動機之研究。淡江大學，台北市。
張淑真 & 莊維貞. (2007)。英語遊戲教學對國小五年級學生英語焦慮，學習動機與學習成就之研究。大葉大學，彰化縣。
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。國立台北科技大學，台北市。
葉欣怡. (2019). 運用桌遊融入補救教學以提升國小五年級學生英語學習動機之行動研究. 國立臺北教育大學教育學系，台北市。
趙崇儀 (2018)。桌上遊戲應用於英語教學破冰活動對國小五年級學生英語焦慮之影響。國立台北教育大學，台北市。
蔡佩蓁（2016）。結合桌上遊戲設計小五英語拼字學習教學課程之研究。國立交通大學，新竹市。
劉黛霓 (2017)。運用桌遊於五年級英語補救教學之行動研究。國立臺北教育大學課程與教學研究所，台北市。 		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202000694en_US