運用數位RPG 於英語閱讀教學之成效:學習成果與教師回饋

The Effect of Using Digital RPG on EFL Reading Instruction : Student Learning Outcome and Teaching Perceptions

劉美蘭(SARI-Mira Luxita)

指導教授 ： 陳正婷

中原大學/人文與教育學院/應用外語研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400045

摘要

運用數位RPG於英語閱讀教學之成效; 學習成果與教師回饋
摘要

本研究旨在探討RPG遊戲對於教學之效能，以及檢視透過數位RPG遊戲之學生閱讀技巧能否提升。另，本研究也探討了RPG作為輔助教學策略，對於學生在英語學習中，學習動機及學習態度之影響。此外也發現，過去許多的研究成果支持了本研究的假設。也就是數位RPG遊戲對於提升英語教學成效和學生閱讀技巧是有效的。
本研究採用了質量化並重的混合設計探討五項主要的研究問題。在一所位於印尼西部的私立小學中，由九十四名學生以及六位英語教師共同擔任本研究的實驗對象。研究用的英語教材由研究者自行研發，其中包括了十二種RPG遊戲。實驗數據主要有量化以及質化兩種。在量化方面，學生的閱讀技巧、學習動機、學習態度，以及RPG遊戲的使用成效，分別透過前後測與ELAMU問卷收集。另外，英語教師對於RPG遊戲和閱讀策略的想法也透過另一項問卷收集。另外，為了要深入了解教師如何操作RPG遊戲，以及RPG遊戲帶給英語教學的影響；於實驗過程中，研究者也進行了課堂觀察以及半開放式訪談來收集數據。在分析方面，本研究採用描述性統計與成對樣本T檢定，對學生的學習成效以及心理因素進行分析。另外，克魯格框架分析法(Krueger framework analysis)則用於檢視教師的訪談內容。至於課堂觀察，則是用於支持本研究對於RPG遊戲的假設。而透過問卷調查所收集的教師意見，本研究採用內容分析法探討之。
研究結果顯示，數位RPG遊戲可以作為提升學生閱讀技巧的輔助教學工具，並且讓學生的英語能力有顯著提升。另外學生也展現了對於使用RPG遊戲的正面態度，以及明顯成長的學習動機。RPG遊戲裡的圖像與動畫對於提升英語學習成效非常有用。另外，課堂觀察的結果顯示，學生對於課堂任務的專注力大幅提升，並且主動積極參與段落閱讀與其他課室活動。又，某位英語教師對於數位RPG遊戲提升學習動機一事，表達了自己的正面看法。她提到RPG遊戲能夠讓學生在課堂上更為專心，並且與教師能夠有更多互動的機會。教師意見的問卷則驗證了本研究對於RPG遊戲能否成為輔助教學工具的看法。問卷中，參與本研究的教師同意了RPG遊戲對於英語學習帶來的正面影響。不過，他們也表示，因為對RPG遊戲的設計了解不夠深入，因此在執行面上會遇到困難。
總而言之，本研究證實了RPG遊戲可以作為英語輔助教學的工具，用以提升學生的閱讀技巧語學習動機。另外，學生也能更專注於課堂任務，更能於課堂之中與他人積極互動。

關鍵字：RPG遊戲、閱讀策略、英語學習、英語教學

關鍵字

RPG遊戲、閱讀策略、英語學習、英語教學

並列摘要

The Effect of Using Digital RPG on EFL Reading Instruction:
Student Learning Outcome and Teaching Perceptions
Abstract
This present study intends to explore the effectiveness of RPG for English teaching and to investigate the improvement of students’ reading skills by using digital RPG. Moreover, this present study investigates the students’ motivation and learning attitude regarding RPG as a tool for English learning. It is also found that many of the previous studies have supported the claim made in the present study with respect to the digital RPG as an effective way for enhancement of English teaching and improvement of students’ reading skills.
To address four main research questions, a mixed-research design was employed as the research method. Ninety-four students and six English teachers of a private school in West Indonesia were recruited in the present study. Teaching materials were designed by the researcher, which were comprised by twelve digital RPGs. Data were collected both quantitatively and qualitatively. Participants’ learning outcome of reading skills, learning motivation/attitude, and the usefulness of RPG were collected by means of pre/posttest and ELAMU, respectively. A questionnaire for reading strategy teaching is also employed to collect teachers’ feedback. On the other hand, the classroom observation and a semi-structured interview were conducted, in order to collect English teacher’s responses to the use and effectiveness of RPG on English language teaching.
Furthermore, descriptive statistics and paired-sample t-test were used to examine the participants’ achievement and psychological attributes. Also, Krueger framework analysis was employed an analyzing tool for the interview protocol. Regarding the classroom observation, its major findings were used as the supporting claims on the use of RPG. The feedback collected from the teacher was analyzed through content analysis.
The findings indicate that the effect of digital RPG can be an alternative tool for improving students’ reading skills. The students’ English proficiency has significantly improved after the intervention of RPG. The test results also reveal that the students have acquired positive attitudes and a high level of motivation toward English learning via digital RPG. As shown, moreover, the pictures and the animations of RPG are useful for English learning. The result of observation demonstrated that digital RPG can help the students focus more on their assignment to a large extent. The students have actively engaged in reading the passage and participated in the activity.
Moreover, one of the English teachers has shown positive attitude toward the idea that digital RPGs can increase the level of the students’ motivation for English learning. Additionally, she mentioned that RPG can help the students to have concentration and enhance the students-teacher’s interaction during learning. The test results of Teaching Reading Strategy Questionnaire confirm that five English teachers mention that digital RPG can be a tool for English teaching. The English teachers agreed that the features of RPG can facilitate English learning process. However, the teachers pointed out that they have difficulty designing RPG on their own, because they have not mastered the program yet.
Overall, it is concluded that the effect of using digital RPG can be a tool for improving students’ reading skills, and increasing students’ level of motivation in English learning. By using RPG, students become more focused on their assignment, and also demonstrate active interaction with one another in class.
Keywords: Role Playing Game, reading skills, English learning, English Teaching

並列關鍵字

Role Playing Game ； English Teaching ； English learning ； reading skills

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