臺灣博碩士論文加值系統

本研究目的是利用所設計的英文賓果樂遊戲幫助學童提升英文單字學習興趣和信心及記憶單字的成效。研究對象為台灣南部某國小於2010年參加暑期活動的27位女生及13位男生，共40名。本研究的工具包含擷取自教育部頒定的國民中小學1200基本單字中的三類共103個字彙、由研究者設計的賓果卡、檢視卡及學習活動。測量工具是一份研究者設計的50題單字測驗題、20題的事後問卷和訪談。本研究分別於遊戲課程開始前及結束後實施前測和後測，並於5星期後做延宕測驗。測驗結果顯示學習者在課程結束後平均值顯著提高(前測M=24.80；後測M=39.85)，這表示學習者的字彙量有顯著進步。延宕測驗與後測結果比較顯示學習者仍保有相當的字彙量(延宕測驗M=39.33；後測M=39.85)，且平均值由前測的14.26下降到延宕測驗的10.23，這意味著英文賓果遊戲能顯著幫助學習者學習字彙而且能縮小學習者之間的能力差距。另外，測驗結果也顯示不同性別及年級在字彙量測試及延宕測試中均有顯著表現，但是，中年級生在延宕測試中明顯呈現未能保有所習得單字量的現像。另外，問卷及事後訪談結果顯示學習者認為透過英文賓果樂遊戲學習字彙是有趣且有效的，並表示兩人一組玩的方式會讓他們更想玩及記得住單字，也如同一般亞洲學生，本實驗的學習者普遍對自己的英文能力缺乏信心與動機學習，即使他們明白學習英文的重要性。本研究建議未來可以增加更多不同年齡層、英文程度、人數較多及有對照組比較的研究，亦可以更深一層探討賓果英文樂遊戲對不同性別在英文字彙量及記憶的影響與成效。

The English Vocabulary bingo game presented in this study was designed to enhance student learning interests and confidence toward improving vocabulary acquisition and retention. Forty elementary students, 27 females and 13 males in southern Taiwan, attended the program in the summer of 2010. The tools applied in this study included the learning material from the basic 1200 vocabulary list for elementary and junior high school levels, the designed bingo cards, the checking cards and the learning activity. The instruments were a 50-item vocabulary test developed by the researcher, a 20-item questionnaire and a five-open-ended oral interview. A significant difference was found on participants’ vocabulary gain and retention, and the standard deviation was also decreased which means the English vocabulary bingo game helped decrease the competence level gap of participants. Besides, not only both genders, but also different grade levels acquired and maintained significantly; however, the middle grade level learners could not maintain the gain as well as the other two grade levels. In addition, the participants had positive attitudes and agreed it was fun and effective to learn English vocabulary with the English vocabulary bingo game, although they generally lacked confidence in themselves as most Asian learners. The study concludes that learning vocabulary through the English vocabulary bingo game could enhance EFL learners’ English vocabulary acquisition and retention. It is suggested that the study can be repeated with different age, larger groups, a control group, different learning contents and proficiency levels, and the effect can be more discussed with different gender factor.

CHINESE ABSTRACT
ENGLISH ABSTRACT
ACACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
Chapter 1: Introduction
1.1. Research background and motivation 1
1.2. Purpose of the study 4
1.3. Research questions 5
1.4. Definition of terms 5
Chapter 2: Literature Review
2.1 Motivation strategy in EFL learning instruction 7
2.2 Learning strategies in language learning 11
2.3 Gender factor in language learning 15
2.4 Vocabulary learning and retention 17
2.5 Educational game and its application 19
2.6 Educational games and EFL vocabulary acquisition 21
2.7 Bingo game and its application 25
2.8 Summary 28
Chapter 3: The Game Design
3.1 The Objectives of English Vocabulary Bingo Game 31
3.2 Target Users 31
3.3 Learning Material and Tool 31
3.3.1 Learning Material 32
3.3.2 The Designed Bingo Cards and the Checking Cards 33
3.3.3 The 10-hour Learning Activity Design 34

Chapter 4: Methodology
4.1 The Pilot Study
4.1.1 Participants 36
4.1.2 Instruments 36
4.1.3 Procedure 38
4.1.4 Results 41
4.2 Modifications after the Pilot Study 44
4.3 Main Study
4.3.1 Participants 46
4.3.2 Learning Tools 47
4.3.3 Instruments 48
4.3.4 Procedure 51
4.3.5 Data Collection and Analysis 54
Chapter 5: Results
5.1 Results with Reference to Research Question One 56
5.2 Results with Reference to Research Question Two 57
5.3 Results with Reference to Research Question Three 58
5.4 Results with Reference to Research Question Four 63
5.5 Results with Reference to Research Question Five 67
Chapter 6: Discussion 76
Chapter 7: Conclusion
7.1 Conclusion 88
7.2 Limitations of the Study 89
7.3 Recommendation 89
7.3.1 Recommendations for Pedagogical Implication 89
7.3.2 Recommendations for Further Study 90
Reference 92
Appendices 97
Appendix A: Basic 1200 vocabulary list for elementary and junior high
school level 97
Appendix B: The designed bingo card of theme Place 114
Appendix C: The checking card of place theme words 115
Appendix D: Details of the questionnaire revised in pilot study 116
Appendix E: The Questionnaire in the Pilot Study 119
Appendix F: Vocabulary test in the main study 122
Appendix G: The Questionnaire in Main Study 125
Appendix H: Ten transcribed interview records in main study 128
Appendix I: The basic information of the participants in main study 138
List of Figures
Figure1. The stages of the designed English vocabulary bingo game learning activity 35
Figure2. The Procedure in the pilot study 40
Figure 3. The Flow Chart of the Procedure in the main study 53

List of Tables
Table 1 Themes of the Target Vocabulary 33
Table 2 The date and the tests taken in the pilot study 41
Table 3 Comparisons of Vocabulary Tests Results between Each
Test in the pilot study 42
Table 4 Mean, Standard Deviation and Varimax Rotated Factor
Martrix of the Questionnaire in the pilot study 43
Table 5 Demographic Information of the Participants in the main
study 47
Table 6 Excerpt of the Vocabulary Test in the main study 49
Table 7 Comparison between Pretest and Post-test, Pretest and Retention Test 57
Table 8 Comparisons of Vocabulary Tests Results between Each Test 58
Table 9 Comparison of Overall Performance on the pretest and post-test between Male and Female 59
Table 10 Comparison between Pretest and Post-test, Pretest and Retention Test of Females 60
Table 11 Comparison between Pretest and Post-test, Pretest and Retention Test of Males 61



Table 12 Comparison of the vocabulary between pre- and posttests among low graders, middle graders, and high graders. 62
Table 13 Comparison between Pretest and Post-test, Pretest and Retention Test of low graders 62
Table 14 Comparison between Pretest and Post-test, Pretest and Retention Test of middle graders 63
Table 15 Comparison between Pretest and Post-test, Pretest and Retention Test of high graders 63
Table 16 Comparison of Overall Performance on the tests between male and female 64
Table 17 Comparisons of Vocabulary Tests Results of Females between Each Test 65
Table 18 Comparisons of Vocabulary Tests Results of Males between Each Test 65
Table 19 Comparison of the vocabulary retention tests among low graders, middle graders, and high graders 66
Table 20 Comparisons of Vocabulary Tests Results of low graders between Each Test 66
Table 21 Comparisons of Vocabulary Tests Results of middle graders between Each 67
Table 22 Comparisons of Vocabulary Tests Results of high graders between Each Test 67
Table 23 Frequency Percentage, Mean, Standard Deviation and Varimax Rotated Factor Martrix of the Questionnaire 70

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