桌上遊戲融入高中生英語字彙學習的學習成效與心流經驗之研究

許多學生常因不擅字彙鞏固策略而對英語學習出現挫敗感和恐懼感，如何透過桌上遊戲引導這群「遊戲原民」積極、熱烈地參與課堂活動，是近年來各教育階段教師開始探究的議題。本研究主要目的在探究桌上遊戲融入英語字彙學習對高中生的學習成效與心流經驗之影響。本研究採前實驗研究設計（單組前測－後測設計），以「桌遊－嘿！我的魚！」、字彙記憶成效測驗以及學生心流經驗問卷作為研究工具，研究對象為新北市某公立社區型普通高中二年級35名學生，每週施行實驗50分鐘，共為期6週。經由統計分析，本研究的主要發現如下： (一)實驗教學有助於學習成效的提升，且可特別強化研究對象的拼字能力 (二)實驗教學後，不同能力水準學習成就者在學習成效的進步幅度上均存在顯著差異 (三)研究對象在參與實驗教學的過程中，有中、高程度的心流經驗產生 (四)研究對象因實驗教學所出現的心流經驗無法對其學習成效進步幅度具顯著影響力研究者進一步依研究結果提出建議，供未來相關教師與研究者做為參考。

關鍵字

英語字彙學習；桌上遊戲；心流經驗；悅趣式學習；普通型高中生

並列摘要

Lacking vocabulary consolidation strategies, numerous students feel frustrated and terrified when it comes to English language acquisition. In recent years, instructors from K-12 have been conducting research on how to get those so-called “Game Natives” more actively engaged in the classroom by integrating tabletop games into their courses. This research delves into the consequent learning effectiveness and flow experience after a vocabulary-related tabletop game is introduced to high school students. This research features pre-experimental design (one-group pretest-posttest design). Research instruments include researcher-revised tabletop game (Hey! That’s My Fish!), Tests of Vocabulary Memorization Effectiveness, and Questionnaire of Students’ Flow Experience. Subjects of this research are thirty-four eleventh-graders at a community senior high school in New Taipei City. The experiment lasts for six weeks; there are six sessions in total, and one session is fifty minutes long. After analyzing the data, major findings are stated as follows: 1. After the instruction, subjects make significant progress in learning English vocabulary. To be more precise, their spelling ability is greatly improved. 2. After the instruction, subjects of different proficiency levels all make significant improvements to English vocabulary acquisition. 3. On average, subjects undergo medium to high-level flow experience throughout the instruction. 4. The flow experience throughout the instruction cannot predict subjects’ learning outcome with validity. According to the results of the study above, some suggestions are made for future pedagogical implications and further researches on the integration of tabletop games into TESOL.