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研究生:李俐慧
研究生(外文):Li-Hui Lee
論文名稱:桌遊融入國小英語教學對單字學習成效及創造力發展之探討
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
指導教授:林彥良林彥良引用關係
口試委員:郭珮蓉洪媽益
口試日期:2018-07-19
學位類別:碩士
校院名稱:國立臺北科技大學
系所名稱:應用英文系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:英文
論文頁數:69
中文關鍵詞:創造力發展英語教學單字學習桌遊
外文關鍵詞:Creative Thinking SkillsVocabulary Learning AchievementBoard Game
相關次數:
  • 被引用被引用:5
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本研究主旨在探討運用學生自製桌遊對國小五年級學生在英語單字學習成效及創造力發展之影響,教師根據該年級所使用之英語課本內單字的100個單字做為教學內容。透過自編之單字測驗及陶倫斯創造思考測驗(語文版)進行前後測測驗及延宕測驗。在課程實施前以兩項測驗為前測工具,經過實驗期程四週,每週八十分鐘之實驗教學。針對實驗組進行桌遊融入英語教學之課程,而對照組則以講述方式進行課程,在課程實施後再以兩項測驗做為後測。同時,為了瞭解桌遊教學的延期效益,將研究對象在課程結束後一週再進行一次延宕後測。
本研究採單組前、後測實驗設計,資料蒐集後以社會科學統計程序軟體SPSS來分析兩組學生的前後測及延宕後測成績,利用量化結果進一步比較與分析兩組間之單字學習及創造力成效。
研究結果發現透過單字課程實施讓實驗組和對照組的學生在自編單字測驗中都有顯著的進步;而不同教學方法對兩組學生而言,參加桌遊融入課程的實驗組學生在測驗中的單字成效和拼字兩方面都比參加傳統教學課程的學生有更顯著進步。在長期單字成效方面,實驗組學生都比對照組學生有更顯著的長期單字學習及記憶成效。
此外,在創造力測驗觀察與結果分析中發現,桌遊課程能增強學生創造力發展,也比參加傳統教學課程的學生有更顯著進步。由此得知,桌遊融入國小英語教學對單字學習成效及創造力發展皆有成長。最後,根據本研究結果對未來的英語教學提供相關建議及應用桌遊於教學之未來研究方向參考。
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
CHINESE ABSTRACT i
ENGLISH ABSTRACT iii
ACKNOWLEDGEMENT v
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

REFERENCES........................................................................................................50
APPENDICES.........................................................................................................60
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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