臺灣博碩士論文加值系統

摘 要
本研究旨在探討「桌遊融入英語教學」對國中學生的英語學習動機及學習投入之影響，以及教師的省思與成長。研究者以桌遊來設計英語教學活動，以比較其與講述教學法之差異。本研究採取準實驗研究之設計，研究者選取臺中市某公立高中之國中部九年級的兩班學生共77名為研究對象，以其中一班為實驗組，接受「桌遊融入教學法」；另一班為控制組，以「講述教學法」來授課。教學實驗扣除定期評量次數後共為期八週，在此前後對兩組學生皆以「英語學習動機量表」及「英語學習投入量表」當作本研究前、後測分析的依據。學生在前、後測所得之分數以獨立樣本單因子共變數分析進行統計分析，藉以瞭解兩組學生在英語學習動機與學習投入表現之差異。另外，本研究亦以「英語學習動機量表」及「英語學習投入量表」為研究工具，以單組前、後測設計之研究模式，進一步分析探討實驗組學生在實驗處理前後於英語學習動機與學習投入量表得分的改變情形。此外，研究者更依據課室觀察記錄表所得資料，分析實驗組學生在桌遊融入英語教學課堂上的學習投入情形。至於教師在實施桌遊融入英語教學後的省思與成長，則透過迷你型焦點團體訪談、省思札記與學生心得回饋單加以分析彙整。
歸納本研究之發現，所得結論主要有六點：
一、 在桌遊融入英語教學後，實驗組與控制組在英語學習動機的表現上沒有顯著差異。
二、 在桌遊融入英語教學後，實驗組學生的學習動機沒有顯著改變。
三、 在桌遊融入英語教學後，實驗組與控制組在英語學習投入的表現上沒有顯著差異。
四、 在桌遊融入英語教學後，實驗組學生的學習投入程度顯著高於教學實驗實施前。
五、 在桌遊融入英語教學的課堂上，實驗組學生更為專注投入。
六、 教學上的省思可歸納為：桌遊能提升英語學習動機、學習興趣與課堂投入程度；能營造有趣且無壓力的學習環境；促進英語學習、人際互動與合作；提升學習不利學生的自信心與成就感；學生普遍喜歡桌遊融入英語教學的活動。此外，教師也須留意實施桌遊活動時的課堂秩序問題、分組與座位安排問題、及學生未以英文表達的問題。
最後，根據上述結論，研究者提出幾項建議做為英語教學者、學校當局及未來研究之參考。

Abstract
The study not only aimed at examining the effects of board-game-integrated English teaching on junior high school students’ English learning motivation and engagement, but also focused on a teacher’s teaching reflection and professional development. Adopting the nonequivalent control group design in the quasi-experiment, samples in this study were 77 ninth graders selected from two classes in a municipal high school in Taichung city. One of the classes was the experimental group, while the other the control group. Students in the experimental group were taught based on the pedagogy of board-game-integrated English teaching, while those in the control group received the typical didactic instruction. The experiment lasted for 8 weeks. Th research used the scale of motivation and the the scale of engagement as the instruments for the pretests and the posttests and analyzed students’ scores on these two scales by one-way ANCOVA, independent samples to distinguish the differences of students’ English learning motivation and engagement in two groups. Besides, a t-test was applied to determine the extent of difference in learning motivation and engagement of the experimental group. In addition, the extent of learning engagement of the experimental group in the board-game-integrated English class was calculated from the data on the observation forms. What’s more, to get the ideas of the teacher’s teaching reflection and professional development, the data gathered from the teacher’s teaching reflection journals, mini-group interviews and students’ feedbacks were analyzed.
The findings revealed that the effects of board-game-integrated English teaching on junior high school students’ English learning motivation and engagement are not significantly positive. However, the extent of learning engagement of the experimental group after the experiement is higher than that before the experiement, and students showed high engagement in the board-game-integrated English classes. Also, the findings show board-game-integrated English teaching can promote English learning motivation, learning interest, engagement, discussion, interaction and cooperation. It also facilitates English learning, helps to create an easy and interesting learning environment, and increases slow students’ confidence and fulfillment. Moreover, most students prefer board-game-integrated English classes. However, some problems should be taken into consideration while using board games in English classes.
Based on the findings of the study, the researcher also provided some recommendations for English teachers, school administration, and future studies.

目次
目次 i
表次 iii
圖次 v
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 2
第三節 研究目的 4
第四節 研究問題 4
第五節 名詞解釋 5
第六節 研究範圍 6
第七節 研究限制 7
第二章 文獻探討 9
第一節 遊戲式學習 9
第二節 桌上遊戲 19
第三節 學習動機 35
第四節 學習投入 45
第五節 本章總結 52
第三章　研究設計與實施 55
第一節 研究設計 55
第二節 研究假設 57
第三節 研究對象 58
第四節 研究工具 58
第五節 教學設計 67
第六節 研究流程 68
第七節 資料處理 70
第八節 研究倫理 72
第四章　研究結果與討論 75
第一節 桌遊融入國中英語教學對學生學習動機之影響 75
第二節 桌遊融入國中英語教學對學生學習投入之影響 80
第三節 實施「桌上遊戲融入國中英語教學」之教師的省思與成長 88
第四節 綜合討論 96
第五章　結論與建議 99
第一節 結論 99
第二節 建議 101
參考文獻 105
附錄一 桌遊「Final I」、「Final II」在英語課堂的運用 117
附錄二 桌遊「Bobo+」在英語課堂的運用 119
附錄三 桌遊「拉密英文字彙牌（Word Rummikub）」在英語課堂的運用 120
附錄四 桌遊「三態快拍高手」在英語課堂的運用 121
附錄五 桌遊「Copycat」在英語課堂的運用 122
附錄六 桌遊「Spy Hunter」在英語課堂的運用 123
附錄七 英語學習動機量表 124
附錄八 學習動機量表使用同意書 126
附錄九 英語學習投入量表 127
附錄十 學習投入量表使用同意書 128
附錄十一 課室觀察紀錄表 129
附錄十二 教學省思札記 131
附錄十三 桌上遊戲活動學生心得回饋單暨迷你型焦點團體訪談大綱 132
附錄十四 控制組與實驗組教學簡案 133
附錄十五 教學實驗研究同意書 135

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