臺灣博碩士論文加值系統

英語已經被認為是全球最重要的國際交流語言。在一些非英語為母語的國家或地區，為了具備新進的知識、技能和國際觀，學生必須掌握英文的相關技能。開設觀光英文課程的目的，即是在提升學生英文的實務能力及國際觀。然而，在傳統課堂中，教學活動通常遠離真實的生活情境，因而影響學生的實務應用能力。教育遊戲被認為是一個能夠提升學生學習動機、提供真實情境的學習工具。為了提供學生真實的英語學習和練習情境，並培養其表達的能力，本研究提出了一個基於思維導圖的情境式遊戲學習策略。為了驗證這個學習模式的效益，本研究在台灣北部的一所科技大學規劃一個準實驗設計，由兩個班級選修觀光英文課程的學生參與這個實驗。實驗組（或班級）採用基於思維導圖的情境式遊戲學習策略，而控制組使用一般的情境式遊戲學習策略進行學習。在實驗過程中，研究者測量兩個班級的學生在寫作表現上的差異，以及他們對遊戲式學習的意見，來驗證基於思維導圖的情境式遊戲學習策略的有效性。由實驗結果發現，相對於一般的情境式學習方法，採用基於思維導圖的情境式遊戲學習策略的控制組學生有更好的英文寫作表現。進一步來說，相對於控制組學生，實驗組學生在寫作的流暢性和精緻化上更好的表現。在學生的學習感知方面，大部分學生認為遊戲學習是有用的、有趣的，會激勵自己學習英文課程。此外，研究也發現，相對於一般的情境式遊戲學習策略，基於思維導圖的情境式遊戲學習策略更有可能幫助學生產生積極情感、想法、異國情調和行動意願。然而，也有學生報告到由於課業繁重，而較少在課後繼續進行遊戲學習，且在使用思維導圖上存在一些困難。最後，本文提出對基於思維導圖的情境式遊戲學習方法的一些未來改進策略。

In the globe, English has been considered by all societies as an important language for international communications; in particular, for non-English speaking countries, students are required to master English language skills to become more competent, knowledgeable and open-minded in the era of global economics. Offering EFL students English tourism course is a kind of effort to deliver them attractive learning topics, to facilitate their speaking and writing abilities. However, in a traditional classroom, teaching and learning usually are conducted in a way independent of real-life contexts. Educational games are considered as valuable tools to motivate students, and to provide authentic contexts for learning. To situate students in authentic English learning and practicing contexts, and to facilitate their writing performance, in this study, a mind mapping-based contextual gaming approach was proposed. A quasi-experiment with pre-test and post-test measures was designed by recruiting two classes of students from a university of science and technology in northern Taiwan. One class was scheduled to learn with the proposed approach, and the other class was arranged to learn with the conventional contextual gaming approach. The students’ writing performance, learning perceptions and language uses were measured to evaluate the effectiveness of the proposed approach. It is found that compared to the conventional contextual game learning approach, the students in the experimental group, who learned with the proposed mind mapping-based contextual game learning approach, had better writing performance. More specifically, the experimental group students outperformed the students of the control group in the aspects of fluency and elaboration. As for learning perceptions, it is found that most students considered the game to be beneficial, felt interesting and motivated with the proposed learning strategy. Moreover, it is also found that the proposed learning approach is more likely to help students produce positive thoughts and feelings, generate diverse ideas, create senses of exotic feelings and express actions or intent of actions. However, some limitations were also uncovered, such as having no time to play this game out of class due to overloaded schoolwork, mind map tool is difficult to be used, and so on. Accordingly, some suggestions for improvement on this proposed gaming learning environment and approaches are proposed.

摘要 I
Abstract II
誌謝 IV
Contents V
List of Figures VI
List of Tables VII
1. Introduction 1
2. Literature review 4
2.1. Teaching writing in EFL classes 4
2.2. Contextual game-based Learning 6
2.3. Mind map for enhancing EFL writing 9
3. A mind mapping-based contextual gaming environment 13
4. Experimental design 20
4.1. Participants 20
4.2. Experimental procedure 20
4.3. Instruments 24
4.4. Data collection and analysis 26
5. Results 28
5.1 Analysis of English writing performance 28
5.2 Analysis of learners’ perceptions towards the proposed learning approach 30
5.3 Analysis of language uses 34
6. Discussion and conclusions 36
References 43
Appendixes 50

Adams, R. (2003). L2 output, reformulation, and noticing: Implications for IL development. Language Teaching Research, 7(3), 347-376.
Al Naqbi, S. (2011). The use of mind mapping to develop writing skills in UAE schools. Education, Business, and Society: Contemporary Middle Eastern Issues, 4(2), 120-133.
Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL Reporter, 40(1), 35-48.
Biktimirov, E. N., & Nilson, L. B. (2006). Show them the money: Using mind mapping in the introductory finance course. Journal of Financial Education, 32, 72-86.
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21(4), 348-363. Doi:10.1016/j.jslw.2012.09.006
Brooks, L., & Swain, M. (2009). Language in collaborative writing: Creation and response to expertise. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 58_89). Mahwah, NJ: Lawrence Erlbaum.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Butler, Y. G. (2015). The use of computer games as foreign language learning tasks for digital natives. System, 54, 91-102. Doi:10.1016/j.system.2014.10.010
Chang, B., & Lu, F. C. (2018). Social Media Facilitated English Prewriting Activity Design and Evaluation. Asia-Pacific Education Researcher, 27(1), 33-42. doi:10.1007/s40299-017-0363-0
Chang, C., Shih, J.-L., & Chang, C.-K. (2016). A mobile instructional pervasive game method for language learning. Universal Access in the Information Society, 16(3), 653-665. Doi:10.1007/s10209-016-0496-6
Chen, H.-J. H., & Yang, T.-Y. C. (2013). The impact of adventure video games on foreign language learning and the perceptions of learners. Interactive Learning Environments, 21(2), 129-141. Doi:10.1080/10494820.2012.705851
Chiu, Y.-h., Kao, C.-w., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology, 43(4), E104-E107. Doi:10.1111/j.1467-8535.2012.01295.x
Choi, S. (2013). Language anxiety in second language writing: Is it really a stumbling block? Second Langauge Studies, 31 (2), 1-24.
Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computers & Education, 54(1), 289-297. Doi:10.1016/j.compedu.2009.08.023
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale. NJ: Lawrence Earlbaum Associates.
Collins, A., Brown, J. S., & Newman, S. E. (1988). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. Thinking: The Journal of Philosophy for Children, 8(1), 2-10.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. Doi:10.1016/j.compedu.2012.03.004
Davies, M. (2010). Concept mapping, mind mapping, and argument mapping: what are the differences and do they matter? Higher Education, 62(3), 279-301. Doi:10.1007/s10734-010-9387-6
Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the ‘mind map’ study technique. Medical Education, 36(5), 426-431. Doi:10.1046/j.1365-2923.2002.01205.x
Ferreira, K. N. (2004). Simpletism. Bloomington: iUniverse, Inc.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Educational Technology & Society, 20(1), 123-133.
Gandin, S. (2014). Investigating loan words and expressions in tourism discourse: a corpus driven analysis on the bbc-travel corpus. European Scientific Journal, 10(2), 1-17.
Guirao, J. C., de Larios, J. R., & Coyle, Y. (2015). The use of models as a written feedback technique with young EFL learners. System, 52, 63-77. Doi:10.1016/j.system.2015.04.002
Guo, Y., Xie, J. P., Luo, H. Y., Li, X., Yang, J. Y., Xuan, Q., & Yu, J. Y. (2017). Using Mind Maps to Improve Medical Student Performance in a Pharmacology Course at Kunming Medical University. Jcpsp-Journal of the College of Physicians and Surgeons Pakistan, 27(7), 404-408.
Hasan, M. K., & Akhand, M. M. (2010). Approaches to writing in EFL/ESL context: Balancing product and process in writing class at tertiary level. Journal of NELTA, 15(1-2), 77-88.
Heaton, J. B. (1975). Writing English language tests: A practical guide for teachers of English as a second or foreign language: Longman Publishing Group.
Hung, H. T. (2011). Design‐based research: designing a multimedia environment to support language learning. Innovations in Education and Teaching International, 48(2), 159-169. Doi:10.1080/14703297.2011.564011
Hwang, G.-J., Hsu, T.-C., Lai, C.-L., & Hsueh, C.-J. (2017). Interaction of problem-based gaming and learning anxiety in language students’ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42. Doi:10.1016/j.compedu.2016.11.010
Hwang, G. J., & Wang, S. Y. (2016). Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies. Computers & Education, 102, 188-201. Doi:10.1016/j.compedu.2016.07.005
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students' learning performance in natural science courses. Computers & Education, 69, 121-130. doi:10.1016/j.compedu.2013.07.008
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. Doi:10.1080/09588221.2015.1016438
Ibnian, S. S. K. (2010). The effect of using the story-mapping technique on developing tenth grade students’ short story writing skills in EFL. English Language Teaching, 3(4), 181-194.
Jampole, E. S., Konopak, B. C., Readence, J. E., & Moser, E. B. (1991). Using mental imagery to enhance gifted elementary students’ creative writing. Reading Psychology: An International Quarterly, 12(3), 183-197. Doi:10.1080/0270271910120301
Kalhor, M., & Shakibaei, G. (2012). Teaching reading comprehension through concept map. Life Science Journal, 9(4), 725-731.
Kang, N., & Yu, Q. F. (2011). Corpus-based Stylistic Analysis of Tourism English. Journal of Language Teaching & Research, 2(1), 129-136.
Kim, S.-y., & Kim, M.-r. (2012). Kolb’s learning styles and educational outcome: Using digital mind map as a study tool in elementary English class. International Journal for Educational Media and Technology, 6(1), 4-13.
Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of chiropractic medicine, 15(2), 155-163.
Krashen. (1985). The input hypothesis: Issues and implications: Addison-Wesley Longman Ltd.
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97-118.
Lan, Y. J. (2015). Contextual efl learning in a 3d virtual environment. Language Learning & Technology, 19(2), 16-31.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press.
Lee, K., Kweon, S.-o., Lee, S., Noh, H., & Lee, G. G. (2014). POSTECH Immersive English Study (POMY): Dialog-Based Language Learning Game. IEICE Transactions on Information and Systems, 97(7), 1830-1841. Doi:10.1587/transinf.E97.D.1830
Lindsay, P. H., & Norman, D. A. (1972). Human information processing: An introduction to psychology. New York: Academic Press.
Liu, P.-L., Chen, C.-J., & Chang, Y.-J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54(2), 436-445. Doi:10.1016/j.compedu.2009.08.027
Malycha, C. P., & Maier, G. W. (2017). Enhancing Creativity on Different Complexity Levels by Eliciting Mental Models. Psychology of Aesthetics Creativity and the Arts, 11(2), 187-201. Doi:10.1037/aca0000080
Marschall, S. (2015). ‘Homesick tourism’: memory, identity and (be) longing. Current issues in Tourism, 18(9), 876-892.
Miller, G. A., & Gildea, P. M. (1987). How children learn words. Scientific American, 257(3), 94-99.
Muñoz, I. D. (2011). Tourist translations as a mediation tool: misunderstandings and difficulties. Cadernos de tradução, 1(27), 29-49.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448.
Neville, D. O., Shelton, B. E., & McInnis, B. (2009). Cybertext redux: using digital game-based learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409-424. Doi:10.1080/09588220903345168
Novak, J. D. (2010). Learning, using and creating knowledge: Concept maps as facilitative tools in schools and corporations (2nd ed.). New York: Routledge.
Onkas, N. A. (2015). Interpretation Theory and Creative Writing. Anthropologist, 22(2), 196-202.
Pishghadam, R., & Ghanizadeh, A. (2011). On Validation of Concept Map as an Assessment Tool of L2 Reading Comprehension: A Triangulation Approach. World Journal of English Language, 1(1), 80-96. Doi:10.5430/wjel.v1n1p80
Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: The Guilford Press.
Prensky, M. (2007). Digital game-based learning. New York: McGraw-Hill.
Rababah, L. M., Mohamed, A. H. B., Jdaitawi, M. T., & Melhem, N. Z. B. (2013). The level of creativity in English writing among Jordanian secondary school students. Arts and design studies, 10, 25-29.
Reinders, H., & Wattana, S. (2014). Can i say something? the effects of digital game play on willingness to communicate. Language Learning & Technology, 18(2), 101-123.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. Recall, 27(1), 38-57. Doi:10.1017/s0958344014000226
Rezapanah, F., & Hamidi, H. (2013). Investigating the Effects of Word Games on Iranian EFL Learners’ Application of the Words in Writing Paragraph Essays. International Journal of Applied Linguistics & English Literature, 2(1), 35-43. Doi:10.7575/ijalel.v.2n.1p.35
Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67-100. Doi:10.1017/s0272263107070039
Shih, R. C. (2012). Integrating blog and face-to-face instruction into an esp course: english for hospitality and tourism. Turkish Online Journal of Educational Technology, 11(4), 204-209.
Starko, A. J. (1995). Creativity in the classroom: Schools of curious delight. New York: Longman Publishers USA.
Sternberg, R. J. (1999). Handbook of creativity: Cambridge University Press.
Sun, Y. F, & Tang, F. (2014). A parallel corpus-based investigation of vocabulary features of tourism translations. International Journal of Linguistics and Communication, 2(3), 01-22. doi: 10.15640/ijlc.v2n3a1
Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students’ motivation and conception of learning. Computers & Education, 110, 143-153. Doi:10.1016/j.compedu.2017.03.014
Swain, M. (1995). Three functions of output in second language learning. In Cook, G. and Seidelhofer, B. (Eds.) Principle and Practice in Applied Linguistics: Studies in Honor of H.G. Widdowson, pp. 125-144. Oxford: Oxford University Press.
Taguchi, N. (2015). “Contextually” speaking: A survey of pragmatic learning abroad, in class, and online. System, 48, 3-20. Doi:10.1016/j.system.2014.09.001
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Bristol: Multilingual Matters.
Torrance, E. P. (1965). In N. J. Aschner & C. E. Bish (Eds) The measurement of creative behavior in children. Productive Thinking in Education (pp.199-216).Washington: National Education Association.
Turgut, Y., & İrgin, P. (2009). Young learners’ language learning via computer games. Procedia – Social and Behavioral Sciences, 1(1), 760-764. Doi:10.1016/j.sbspro.2009.01.135
Wette, R. (2017). Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, 38, 58-71. doi:10.1016/j.jslw.2017.09.005
Wheeldon, J., & Faubert, J. (2009). Framing experience: Concept maps, mind maps, and data collection in qualitative research. International Journal for Qualitative Methods, 8, 68–83.
Wu, C.-H., Hwang, G.-J., Kuo, F.-R., & Huang, I. (2013). A mindtool-based collaborative learning approach to enhancing students’ innovative performance in management courses. Australasian Journal of Educational Technology, 29(1), 128-142.
Yang, J. C., Quadir, B., & Chen, N. S. (2016). Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment. Journal of Educational Computing Research, 54(3), 371-394. Doi:10.1177/0735633115620433
Yang, L. X. (2016). Languaging in story rewriting tasks by Chinese EFL students. Language Awareness, 25(3), 241-255. Doi:10.1080/09658416.2016.1197230
Yang, L. X., & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 14(4), 464-484. Doi:10.1177/1362168810375369
Yang, Y. F. (2015). Automatic Scaffolding and Measurement of Concept Mapping for EFL Students to Write Summaries. Educational Technology & Society, 18(4), 273-286.
Yudintseva, A. (2015). Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review. Open Journal of Social Sciences, 03(10), 101-109. Doi:10.4236/jss.2015.310015
Zhang, J. (2013). Language Style Reflected by Tourist English Hypertext. Sino-US English Teaching, 10(12), 955-962.
Zheng, D., Bischoff, M., & Gilliland, B. (2015). Vocabulary learning in massively multiplayer online games: context and action before words. Educational Technology Research and Development, 63(5), 771-790. Doi:10.1007/s11423-015-9387-4