本研究旨在探討競爭式學習教學策略融入國小英語單字教學當中,對於學生學習成就及學習動機的影響。本實驗採「準實驗設計」,研究對象為雲林縣某國小六年級兩個班為實驗對象,實驗組與對照組皆為32名學生,合計64人參與實驗。實驗組導入競爭式學習教學策略的教學方式,而對照組接受傳統教學。為了提升學生英語單字的學習成效,本研究嘗試運用moodle線上平台作為學習的媒介,讓學生可以從中提高對英語單字的學習動機。研究工具除了研究者自編的英語單字成就測驗外,尚有改編自國外學者的學習動機量表。實驗教學前,兩組學生需先接受「英語單字成就測驗前測」及「英語學習動機量表前測」;實驗教學後,兩組學生再接受「英語單字成就測驗後測」及「英語學習動機量表後測」。經由實驗結果發現,導入競爭式學習教學策略的學生,其英語單字學習成就及英語學習動機,皆和未導入競爭式學習教學策略的學生有顯著差異。
This research is to discuss how the teaching strategy, competitive learning, influences students’ learning achievements and motivations when used in elementary English vocabulary teaching. This experiment adopts “Quasi-experimental designs”, objects of the study are six-grade students from two classes in an elementary school in Yunlin county. Both experimental group (EG) and control group (CG) keep 32 students, which mean 64 students in total attend the experiment. Instructional designs of teaching strategy for competitive learning are introduced to EG, whereas CG stays with traditional teaching methods. This research uses “moodle on-line platform” as the medium for studying which helps the students have a convenient learning enviroment on their English vocabulary learning. The used research tools are the English vocabulary achievement test self-edited by the researcher and the study motivation scales adapted from foreign scholars. Before the experimental instruction, students from both EG and CG have to take pre-tests for English vocabulary achievement test and English study motivation scale. The students again take post-test for English vocabulary achievement test and English study motivation scale after the experimental instruction. According to the experiment results, students instructed in teaching strategy for competitive learning , their learning achievements and motivations for English vocabulary learning show notable differences to students that are not instructed in competitive learning for teaching strategy.