探討遊戲化機制融入英語課堂中對口說英文的焦慮感、學習情緒、學習動機之影響 = The Impact of Integrating Gamification Mechanisms into English Classes on Speaking Anxiety, Emotions, and Motivation

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題名:
探討遊戲化機制融入英語課堂中對口說英文的焦慮感、學習情緒、學習動機之影響 = The Impact of Integrating Gamification Mechanisms into English Classes on Speaking Anxiety, Emotions, and Motivation
著者: 黃祈二
國立臺南大學數位學習科技學系碩士在職專班.
主題: 英語口說焦慮感英語口說學習成效 AEQ學習情緒學習動機遊戲化 ClassDojo; English speaking anxiety English speaking proficiency AEQ learning emotions learning motivation gamification ClassDojo
描述: 在當今全球化社會和推行2030雙語國家政策的背景下，口說英文已成為英語課堂中至關重要的能力。然而，身為高年級英語教師，注意到許多高年級學生在開口說英文之前所承受的焦慮感阻礙了他們表達的意願，甚至使他們的英語口說能力無法達到該學習階段應有的表現。本研究運用ClassDojo將遊戲化機制融入英語課堂中，制定獎勵點數及兌換獎品的規則，每位同學不論發言是否正確，在老師糾正後都能獲得點數，以激勵同學開口說英文之意願；此外，也提供點數給讚美同學發言的學生，鼓勵同儕以讚賞取代負面評價，減少學生在課堂上開口說英文的焦慮感，從而提高學生的英語口語表達動機。實驗以臺南市某國小五年級甲、乙兩班學生為主，甲班十九位學生為實驗組，乙班二十位學生為控制組。實驗組使用遊戲化機制教學，而控制組則不使用遊戲化機制教學；旨在比較兩組學生的英語口說學習成效、學習情緒和英語口說焦慮感是否有顯著差異。研究結果顯示，融入遊戲化機制教學的實驗組學生，在「英語口說學習成效」「學習情緒」「英語口說焦慮感」及「學習動機」的表現上皆明顯優於控制組，說明遊戲化機制可以有效降低國小五年級學生在英語課堂中的「英語口說焦慮感」，並且提升「英語口說學習成效」、「學習情緒」及「學習動機」。
In today’s globalized society and with the implementation of The Bilingual 2030 policy, speaking English has become a crucial skill in English classes. However, as an English teacher, I have noticed that many senior students face anxiety and reluctance to speak English, which hinders their willingness to practice speaking English and prevents them from reaching the expected level of English oral proficiency. This research utilizes ClassDojo to integrate gamification mechanisms into English classes, establishing rules for awarding points and redeeming rewards. Regardless of the accuracy of their spoken English, every student is rewarded with points after being corrected by the teacher, aiming to motivate them to speak English. Additionally, points are also given to students who praise their peers’ contributions, encouraging a culture of positive feedback and replacing negative criticism. The experiment focuses on two fifth-grade classes, Class A and Class B, in a primary school in Tainan City. Class A, consisting of 19 students, serves as the experimental group, while Class B, consisting of 20 students, serves as the control group. The experimental group receives gamified instruction, while the control group receives regular instruction. The object is to compare the English speaking proficiency, learning emotions, and English speaking anxiety between the two groups. The results of the study demonstrate that the experimental group, which received gamified instruction, outperformed the control group in terms of “English speaking proficiency,” “learning emotions,” “English speaking anxiety,” and “learning motivation.” This indicates that the integration of gamification mechanisms effectively reduces “English speaking anxiety” among fifth-grade students in primary school as well as enhances their “English speaking proficiency,” “learning emotions,” and “learning motivation.”
出版者: 碩士論文--國立臺南大學數位學習科技學系碩士在職專班.
建立日期: 2023[民112]
格式: [9],57頁 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

探討遊戲化機制融入英語課堂中對口說英文的焦慮感、學習情緒、學習動機之影響 = The Impact of Integrating Gamification Mechanisms into English Classes on Speaking Anxiety, Emotions, and Motivation

黃祈二國立臺南大學數位學習科技學系碩士在職專班. 2023[民112]

正在檢索遠程資料庫，請稍等

探討遊戲化機制融入英語課堂中對口說英文的焦慮感、學習情緒、學習動機之影響 = The Impact of Integrating Gamification Mechanisms into English Classes on Speaking Anxiety, Emotions, and Motivation

黃祈二 國立臺南大學 數位學習科技學系碩士在職專班. 2023[民112]

正在檢索遠程資料庫，請稍等

黃祈二國立臺南大學數位學習科技學系碩士在職專班. 2023[民112]