運用教學遊戲提升國中體育班學生英語學習自我效能之研究

The Research of Applying Games to Improve English Self-efficacy of the 7th Graders with Athletic Majors

王靖傑(Wang Ching-Chieh)

指導教授 ： 王力億

國立臺灣師範大學/教育學院/教育學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.ED.021.2018.F02

摘要

本研究採用個案研究法。旨在探討運用教學遊戲對於國中體育班學生英語學習自我效能之影響。研究對象是臺北市一所國中的一個七年級體育班學生，該班有26人。以南一版國中英語第二冊課本為教材，選擇第1到第3單元的學習內容，設計有關單字、文法、對話的教學遊戲，蒐集的資料有量表以及訪談，探討對國中體育班學生英語學習自我效能之影響。

分析蒐集的資料之後，本研究有三個發現。第一，教學遊戲會影響國中體育班學生的英語學習自我效能。教學遊戲讓學生能堅持努力、樂意學習。過程中，學生較易接受教師給予的讚美、鼓勵，提升對自己能力的信心。教學遊戲也讓學生生理、心理狀態感到較少的壓力，而較能投入學習、提升自己的能力。第二，除了教師言語會影響學生英語學習自我效能，學生個人生涯選擇舉棋不定也會影響。另外，學生是否信任言語說服提供者，會影響言語說服的效能。第三，教學遊戲除了影響英語學習自我效能，還能讓學生願意投入課堂學習。

根據本研究發現，研究者提出以下建議：第一，教師可以試著運用教學遊戲，提升國中體育班學生的英語學習自我效能。部分體育班學生是低英語學習自我效能者，比起傳統講述法，教學遊戲可以讓學生在遊戲過程中獲得練習的效果，建立對自己英語能力的信心。第二，教學遊戲可以協助師生關係建立，促進學科知識傳遞。如果是學生信任的教師，教師的讚美、鼓勵會更大程度影響學生的英語學習自我效能。第三，教師可以運用教學遊戲，提升學生投入學習的意願。教學遊戲讓學生樂意投入英語學習，學生不想漏掉課堂上的訊息，自然會遵守教師指令及教室常規。

關鍵字

教學遊戲 ； 國中體育班 ； 英語學習自我效能

並列摘要

This is a case study. It aims to explore the effect of applying games on English self-efficacy of the students with athletic majors. Subjects were twenty-six grade seven students with athletic majors in Taipei. We chose as the main teaching material Lesson 1 to Lesson 3 in Book Two of Nan-i textbook for junior high school students. We designed the games related with vocabulary, sentence patterns and dialogues taught in those three lessons. Data collection included both the scale for English self-efficacy and interview.

After analyzing the data, we drew three conclusions. The first is that games affect English self-efficacy of junior high school students with athletic majors. Games make it possible for students to learn persistently and willingly. Games make it likely for students to accept appraisal from teachers and to lower the pressure in students’ physiological and affective states, which enhances English self-efficacy of students. The second is that English self-efficacy may have something to do with verbal persuasion from teachers and the career decision by students themselves alike. The efficacy of verbal persuasion also depends on to what degree students believe in providers of verbal persuasion. The third is that games affect not only English self-efficacy but also students’ willingness to obey class rules.

Based on the above-mentioned conclusions, suggestions were as follows. The first is that teachers can try out games in order to affect English self-efficacy of the students with athletic majors. Unlike lectures, games offers practice which builds students’ faith in their own English competency. The second is that developing good teacher-student relationship should come before delivering content knowledge. The more students trust in teachers, the more teachers’ appraisal affects students’ English self-efficacy. The third is that teachers can apply games to involve students in learning. Games allow for the relaxing and joyful learning atmosphere which engage students more. They don’t want to miss any part in class where they obey rules more willingly to facilitate the pacing of the classroom.

並列關鍵字

games ； junior high school students with athletic majors ； English self-efficacy

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