桌上遊戲融入國中英語教學對學生學習投入之研究

A Study of Impact of Board-Game-Integrated English Teaching in a Junior High Class on Students' Learning Engagement

石裕惠(Yu-Hui Shih) ； 蔡文榮(Wenrong Tsay)

《師資培育與教師專業發展期刊》 12卷1期 (2019/04) Pp. 127-161

https://doi.org/10.3966/207136492019041201006

摘要

本研究乃探討桌遊融入英語教學對國中學生的英語學習投入之影響，研究者用桌遊來設計英語教學活動，以比較其與講述教學法之差異。本研究採準實驗研究之設計，以臺中市某國中九年級的兩班學生共77名為研究對象，實驗組接受桌遊融入教學法，控制組以講述教學法來授課。教學實驗為期八週，實驗前後對兩組學生以英語學習投入量表施測，學生在前、後測所得之分數以獨立樣本單因子共變數分析來檢驗，藉以瞭解兩組學生在學習投入表現之差異。再者，本研究亦採上述量表，以單組前、後測設計，來分析實驗組在實驗前後於量表得分上的差異。此外，本研究依據課室觀察記錄表所得資料，分析實驗組學生在桌遊融入英語教學課堂上的學習投入情形。在桌遊融入英語教學後，本研究有以下發現：一、實驗組與控制組在英語學習投入的表現上沒有顯著差異。二、實驗組學生的學習投入程度顯著高於實施教學實驗前。三、根據錄影與課室觀察紀錄表所示，實驗組的學生在課堂上更為專注投入。最後，研究者提出幾項建議給教師和未來研究做參考。

關鍵字

桌遊 ； 桌上遊戲 ； 國中英語教學 ； 學習投入

並列摘要

The study examines the effects of board-game-integrated English teaching on junior high school students' English learning engagement. Adopting the non-equivalent control group design in a quasi-experiment, this study's sample of 77 ninth graders was selected from two classes at a municipal junior high school in Taichung. One of the classes was the experimental group, while the other was the control group. Students in the experimental group were taught based on the pedagogy of board-game-integrated English teaching, while those in the control group received typical didactic instruction. The experiment lasted for 8 weeks. The research used the scale of engagement as the instrument for pre-test and post-test and analyzed students' scores on the scale by one-way independent-sample ANCOVA to distinguish the differences of students' English learning engagement in the two groups. A t-test was applied to the experimental group to determine the extent of the difference between pre-test and post-test scores in learning engagement. In addition, a classroom observation checklist was used to determine the extent of engagement in the experimental group. The findings revealed that the effect of board-game-integrated English teaching on junior high school students' English learning engagement was not significantly different between the two groups. However, the learning engagement of the experimental group after the experiment was higher than that before the experiment. In addition, according to the data from classroom observation checklists, the experimental group showed higher engagement in English class. Finally, based on the findings this research provides some recommendations for future studies.

並列關鍵字

board games ； tabletop games ； junior high school English teaching ； learning engagement

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