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研究生(外文):Li-Hui Lee
論文名稱(外文):The Effects of Board Game Based Instruction on English Vocabulary Learning Achievement and Creative Thinking in Elementary School Students
外文關鍵詞:Creative Thinking SkillsVocabulary Learning AchievementBoard Game
  • 被引用被引用:5
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This study aims to investigate the effects of integrating board games into the English vocabulary instruction on EFL learners’ vocabulary learning (i.e. word meaning and spelling) and creative thinking skills (i.e. fluency, flexibility, and originality). Two classes (50 grade five students) in a public elementary school in Taoyuan city were chosen and divided into experimental and control groups, with similar backgrounds and English language proficiency levels.
Both groups are given a vocabulary achievement test modified according to the expert content validity and the Torrance Tests of Creative Thinking (TTCT) before and after the 5-week experiment. Also, a delayed post-test took place one week after the completion of the study in order to evaluate the retention of vocabulary learning. Their performances on vocabulary learning and creative thinking are analyzed quantitatively statistically using a t-test.
The study also investigates the correlation between the improvement of vocabulary learning test of both word meaning and spelling and the improvement of creative thinking abilities. The correlation was analyzed statistically by Pearson Correlation Coefficient. These quantitative results were further compared in order to find the congruency and discrepancy among the experimental group, control group and both experimental group and control group.
With regard to the results of statistical analyses, findings are summarized below:
1. Both experimental and control groups significantly improved their grades in word meaning and word spelling tests after vocabulary instruction. More specifically, students in experimental group had significantly more improvement in both word meaning and word spelling than the students from the control group. Furthermore, the instruction incorporating board games led to better retention of vocabulary learning.
2. Students showed improvement on creative thinking skills after receiving vocabulary instruction with both traditional teaching methods and board games integration, but the size of improvement was larger in the board game group than the control group. Therefore, instruction with board games had significant effect versus the traditional teaching method.
3. Though there was an improvement between pre-and post-test scores, in pre-test and delayed post-test, English vocabulary learning and creative thinking ability are not strongly correlated.
Based on these findings, pedagogical implications and suggestions for implementing board game-based instruction in the EFL classroom and the development of creativity are discussed.
Table of Contents
Chapter 1 Introduction 1
1.1 Background of the study 1
1.2 The Purpose of the study 3
1.3 Research questions and hypotheses 4
1.4 The significance of the study 5
Chapter 2 Literature Review 6
2.1 Board games 6
2.2 Board games and education 8
2.3 Board games and English vocabulary learning 10
2.4 Creativity 12
2.4.1 The definition of creativity. 12
2.4.2 Creativity and education. 13
2.4.3 Creative thinking abilities. 14
2.4.4 The Role of creative thinking abilities in second language acquisition 15
Chapter 3 Methodology 18
3.1 Participants 18
3.2 Measurement instruments 19
3.2.1 Course design. 19
3.2.2 The board game “Knit Wit”. 21
3.3 Data collection 22
3.3.1 English vocabulary learning achievement test 23
3.3.2 Torrance Test of Creative Thinking (TTCT) 24
3.3.3 Scoring procedures for the measures of creativity 25
3.4 Data analysis 27
Chapter 4 Results and Discussion 29
4.1 Improvement of vocabulary learning 29
4.1.1 Improvement of word meaning (pre-test and post-test) 30
4.1.2 Improvement of word spelling (pre-test and post-test) 33
4.1.3 Retention of vocabulary learning 36
4.2 Improvement of creative thinking skills. 38
4.3 The Correlation between vocabulary learning and creative thinking skills. 40
Chapter 5 Conclusion and Suggestions. 44
5.1 Summary of the major findings 44
5.2 Pedagogical implications. 46
5.3 Suggestion for future research. 48

Appendix 1 Parents’ Consent Form……………………………………………......61
Appendix 2 English Vocabulary Learning Achievement Pre-test………………....62
Appendix 3 English Vocabulary Learning Achievement Post-test………………...66

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