英語數位電子遊戲對偏鄉地區國三學生學習英語過去式之影響

The Influences of English Electrical Games On English Past Tense Learning Of The Third-Grade Students In A Remote Area

吳聿平(Yu-Ping Wu)

指導教授 ： 洪志成

國立中正大學/教育學院/教育學研究所/碩士(2016年)

摘要

英語數位電子遊戲對偏鄉地區國三學生學習英語過去式之影響
指導教授:洪志成博士
學生:吳聿平
摘　　要
本研究旨在探討透過電子遊戲學習英語過去式對學習成就及學習態度的影響。並探討不同教學模式及不同程度學生間學習成效差異。以供其他地區或學校未來施行交時之參考。本研究採準實驗法，以南部地區某一偏遠地區國民中學63位國三學生為研究對象。共實驗組31位，控制組為32位。受測學生接受每週三次，共為期三週之電子英語遊戲學習，其中提供實驗組學生多元提示學習模式，而只提供控制組單一提示學習模式。研究工具含「英語科過去式成就測驗試卷」、「英語科學習態度量表」、「沉浸經驗量表」、「玩興經驗量表」。施測後，將資料採描述統計、獨立樣本T檢定、相依樣本T檢定、單因子及二因子變異係數分析、皮爾森績差相關分析，及多元迴歸分析方式。結果發現如下:
1. 國中生在英語過去式的學習上，符合語法時貌理論。而且不論學習者程度高低，完成貌動詞的答對率皆優於未完成貌動詞。
2. 國中生在英語過去式的學習上，不符合詞彙時貌理論。而且不論學習者程度高低，皆先習得達成動詞，次習得完結動詞，再習得狀態動詞，最後習得活動動詞。
3. 不同的提示方法對學生的沉浸經驗有顯著影響。擁有多元提示選擇比單一提示選擇更能協助學生進入沉浸的狀態。
4. 進行電子英語遊戲學習後，擁有多元提示與否對與英語學習態度上無顯著差異。
5. 對學習成就最具預測力為三次段考英語總分，佔有32.3%的預測力。其次為學習態度中的課程向度，佔有11.8%的預測力。兩者對學習態度的預測力為44.1%
6. 對學習態度最具預測力的為活動動詞，佔有14.4%預測力。其次為狀態動詞，佔有5.4%的預測力。兩者對學習態度的預測力為19.8%。
關鍵字：電子遊戲教學、教學提示、英語過去式學習、時貌假設

關鍵字

英語過去式學習 ； 多元教學提示 ； 電子遊戲教學 ； 時貌假設

並列摘要

The Influences of English Electrical Games on English Past Tense Learning of The Third-Grade Students in A Remote Area
Advisor: Dr. Chih Cheng Hung
Student: Yu Ping Wu
Abstract
This study was designed to investigate the influence of the English past tense on learning achievement and learning attitude through electrical games. It also explored the learning outcome differences between different teaching modes and different levels of students. The results of the study could be the references in other areas and schools. The study adopted a quasi-experimental method, choosing 63 third-graders of junior high school in the remote area in southern Taiwan. There were 31 students as the experimental group, and 32 students as the controlled group. The students received three times a week, and it lasted three weeks in total. During the period, it provided the experimental group with multi prompt learning mode, while the controlled group with a single prompt learning mode.
Research tools included "English Past Tense Achievement test", "English Learning Attitude Scale", "Immersive Experience Scale", "Playfulness Experience Scale." After surveying, the data were collected with Descriptive Statistics, Independent Samples T test, Dependent Samples T test, Single Factor and Two-Factor Variation Coefficient Analysis, Pearson Correlation Analysis, and Multiple Regression Analysis. The results were as follows:
1. The results on English past tense learning of the third graders in the junior high were incompatible with the Lexical Aspect Theory. The learner acquired Achievements first, then Accomplishments, then States, and finally Activities, regardless of the levels of the learners.
2. The results on English past tense learning of the third graders in the junior high were compatible with the Grammatical Aspect Theory. The correct rates of Perfectives were better than Imperfectives. , regardless of the levels of the learners,
3. Different methods have prompted significant impact on students' immersion experience. Students with multiple choices were better prompted than those only with a single choice.
4. After proceeding electronic learning games, there was no significant difference between students with multiple choices and those with only a single choice.
5. The most predictive learning achievements were the scores of three monthly English exams whose predictive rate reaches 32.3%. Followed by the learning attitude in the course orientation whose predictive rate reaches 11.8%. Both predictive rate of the learning attitude were 44.1%.
6. The most predictive toward learning attitude are Activities and States. The predictive rate of Activities reaches 14.4% and that of States reaches 5.4%. Both predictive rates were 19.8%.

並列關鍵字

English past tense ； Aspect Theory ； English electrical games ； multiple choices teaching

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