EDS：登台遊戲帶動課堂英語對話活動之原型設計;EDS:Design of a Staging-Game-Based English Conversaion Prototype

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/95683

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/95683

Title:	EDS：登台遊戲帶動課堂英語對話活動之原型設計;EDS:Design of a Staging-Game-Based English Conversaion Prototype
Authors:	謝以諾;Hsieh, Yi-No
Contributors:	網路學習科技研究所
Keywords:	登台遊戲;同儕學習;Staging Game;Peer Learning
Date:	2024-08-08
Issue Date:	2024-10-09 17:09:03 (UTC+8)
Publisher:	國立中央大學
Abstract:	在全球化的時代背景下，英語已成為國際交流的主要語言。台灣於近期推出2030雙語國家發展政策，目標在2030年達成高中以下學校全英語授課，以提升國家競爭力和全民英語能力。然而，過去台灣的英語教育過於偏重讀和寫，學生的英語溝通能力相對薄弱。十二年國教課綱強調英語的聽、說、讀、寫四大能力的全面發展，旨在培養學生的英語核心素養，提升其國際競爭力。考慮到語言學習的關鍵期，在此期間進行英語教育對學生的口語能力尤為重要。因此，本研究旨在設計一個興趣驅動創造者理論結合教學法設計「EDS英語對話課堂」，期望透過不同教學策略提升學生的英語對話能力，並激發其學習動機。本研究主要目的是設計「EDS英語對話課堂」以提升學生的英語對話能力，觀察該課堂對學習動機的影響，並收集教師對此課堂的評價。研究結果表明，「EDS英語對話課堂」活動在提升學生的英語對話能力方面具有顯著效果，包括聽力、理解、發音、流利度和自信。課堂中的各個階段活動，如個人練習、同儕練習和登台遊戲，對學生的學習過程和結果產生了正面影響。值得注意的是，部分學生表示在對話階段會嘗試創造新的句型，並在遊戲中應用，這不僅增添了遊戲的趣味性，也促進了學生之間的相互學習。在學習動機方面，大部分學生在「EDS英語對話課堂」活動中表現出學習動機。在回音階段中，學生因教材內容有趣和新穎而積極參與；在對話階段中，與同儕學習帶來的樂趣和成就感使他們更加投入；在登台階段，登台遊戲的趣味性和同儕壓力激發了學生想要學習的動力。教師評語方面，教師認為「EDS英語對話課堂」的備課和教學是容易的。教師只需了解遊戲規則並搭配教材即可進行教學，因此減少了教師備課的時間。此外，課堂環境鼓勵學生多發揮，教師在教學過程中也相對輕鬆。綜上所述，本研究透過設計「EDS英語對話課堂」探索了提升學生英語對話能力和學習動機的有效途徑。研究結果顯示，該課堂在提升學生英語對話能力和激發學習動機方面具有顯著效果，但仍存在需要改進的地方。未來研究應進一步改進教學內容和方法，滿足不同學生的學習需求，以提高英語對話教學的整體效果。 ;In the context of globalization, English has become the primary language for international communication. Recently, Taiwan introduced the 2030 Bilingual Nation Policy, aiming for full English-medium instruction in schools below the high school level by 2030 to enhance national competitiveness and overall English proficiency. However, past English education in Taiwan has focused excessively on reading and writing, resulting in weak communication skills among students. The "Curriculum Guidelines of 12 Year Basic Education" emphasizes the comprehensive development of listening, speaking, reading, and writing skills to enhance students′ core English competencies and international competitiveness. Considering the critical period for language learning, English education during this time is vital for students′ oral proficiency. This study aims to design an "EDS English Conversation Class" integrating the Interest-Driven Creator Theory with various teaching strategies to improve students′ conversational abilities and stimulate their learning motivation. The primary objectives are to design the "EDS English Conversation Class" to enhance students′ English conversational abilities, observe its impact on learning motivation, and gather teachers′ evaluations. Results indicate that the "EDS English Conversation Class" activities significantly improve students′ listening, comprehension, pronunciation, fluency, and confidence. Activities like individual practice, peer learning, and stage games positively impact students′ learning processes and outcomes. Interviews revealed that students tried to create new sentence patterns during conversations and applied them in games, promoting mutual learning and adding fun. Most students demonstrated increased learning motivation, actively participating due to the engaging material, peer learning enjoyment, and the competitive, peer-pressure-driven stage games. Teachers found the preparation and teaching of the "EDS English Conversation Class" relatively easy, with reduced preparation time and a supportive environment for student expression. In summary, the "EDS English Conversation Class" effectively enhances students′ conversational abilities and learning motivation. Future research should further optimize content and methods to meet diverse student needs.
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