本研究目的在探討運用桌上遊戲融入英語補救教學對國小學生學習態度與學習成效的影響。研究對象為12名桃園市某國小五、六年級學童,實驗教學進行為期十週的課程。研究資料蒐集透過基本資料問卷、英語學習情形量表、英語能力測驗等方式蒐集量化數據,探討學童在實驗處理前後得分的改變情形,同時結合學生回饋單、個別訪談、教師教學日誌等質性資料的分析,彙整分析學童對於桌上遊戲課程的意見,並記錄教師實施補救教學的看法與省思,作為未來其他教師之參考依據。 依據上述資料,本研究結論如下:一、桌上遊戲融入英語補救教學提升國小學童的英語學習動機。二、桌上遊戲融入英語補救教學影響國小學童的英語學習投入。三、桌上遊戲融入英語補救教學改變國小學童的遊戲式學習接受度。四、桌上遊戲融入英語補救教學提升國小學童的英語學習成效。五、國小學童對桌上遊戲融入英語補救教學抱持正向感受。最後依據研究結果,提出相關建議以供教育工作者及未來研究者參考。
The purpose of this study was to investigate the influence of integrated tabletop games into English remedial instruction classes on pupils’ learning attitude and learning efficiency. This study focused on an educator’s teaching reflection and professional development after tabletop games classes. The research involved 6 fifth graders and 6 sixth graders in Taoyuan City. The experimental teaching lasted for 10 weeks. The questionnaires and the performance tests were applied as the instruments of the pretests and the posttests to analyze students’ learning process. In addition, feedback sheets, personal interviews, and teacher’s journal were used and analyzed to understand learners’ viewpoints of tabletop-games-integrated classes. The major findings revealed that the influence of tabletop games classes on students’ English learning motivation, learning engagement, and game-based learning acceptance are significantly positive. Integrated tabletop games into remedial instruction improved pupil’s English learning achievement significantly as well. Besides, through applying tabletop games in English remedial program, students have more positive feeling toward English learning. Based on the conclusions of the study, the researcher also provided recommendations for further studies.