先備知識對英語競爭遊戲式學習的影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：11

、訪客IP：3.137.210.163

姓名

林冠霖(Guan-Lin Lin) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

先備知識對英語競爭遊戲式學習的影響
(The Influences of Prior Knowledge on English Competitive Game-based Learning)

相關論文

★ 將可用性整合融入遊戲式學習	★ 探討認知風格對於行動學習與合作學習的影響
★ 學習型網站的可用性評估：從問題到解決方案	★ 從人因的觀點評估遊戲式學習
★ 探討認知風格在遊戲式學習中對於客製化與個人化系統的影響	★ 探討認知風格在行動學習中對於客製化與個人化系統的影響
★ 性別差異與認知風格對合作化遊戲式學習的影響	★ 探討認知風格如何影響使用者在行動載具下使用電子期刊
★ 探討專家和新手對遊戲式學習進行可用性評估的觀感差異	★ 毒品經驗與遊戲先備知識對客製化與個人化遊戲式反毒宣導系統的影響
★ 探討背景音樂和認知風格對遊戲式學習的影響	★ 以多媒體科技和數位遊戲為小小人兒及患者家屬發展線上生活百科
★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境	★ 從認知風格的角度探討提示對學習英文片語與文法的影響
★ 探討先備知識對學習者在使用鷹架英文學習系統的影響: 限制與扣分機制	★ 發展動畫電子書之研究：從性別差異到性別均等之歷程

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

在學術界中，學術英文是一個主流的語言。這是因為學術英文的用法不僅比一般英文的用法更為嚴謹，而且使用的字彙也與一般英文的不同。另一方面，學術英文包含許多的面向，其中，學術英文寫作是最重要的。這是因為學生需要使用學術英文來撰寫學術論文。然而，學習學術英文寫作對學習者是困難的，尤其是他們對於英文文法不熟悉以及在英文造句中犯錯，從而使他們在學習學術英文寫作中產生挫敗感。這可能是因為他們在日常生活中缺乏練習英文的機會。因此，降低了他們學習英文文法和英文句子的動機。

另一方面，遊戲式學習可以提升學習者的學習動機。此乃是因為遊戲式學習包含了許多遊戲元素。在各種的遊戲元素中，競爭廣泛被用於遊戲式學習，並用來增加學習者的競爭意識、內在興趣與參與感。由於這些優點，本研究利用競爭元素來開發兩個遊戲式英語學習系統，以提升學生的學習動機，進而改善他們的英語能力。學生的英語能力在很多方面都需要被提升，其中一個方面就是英語文法，因為英語文法牽扯到很多複雜的規則。因此，其中一個遊戲式競爭英語學習系統是用來幫助學生學習英文文法。而當學生對英文文法有了足夠的了解時，下一步就是要學習如何使用英語文法來造句，所以另一個遊戲式競爭英語學習系統是用來幫助學生學習英文造句。更具體地說，在實驗一，黑白棋遊戲被用來幫助學生學習英文文法，而在實驗二，接龍遊戲被用來幫助學生學習英文造句。

在另一方面，遊戲式學習也有它的缺點，例如:會造成認知負荷。然而，不是所有的學習者都能接受這種認知負荷。此外，競爭對於能力較弱的學生可能會有負面的影響。因此，有必要探討個體差異的影響，在各種不同個體差異面向中，先備知識扮演著重要的角色，因為先備知識影響到現有知識與新知識的連接，由於這樣的影響性，本研究藉著進行兩個實驗，來探討先備知識如何影響學生與競爭性遊戲式英語學習系統的互動。

無論是實驗一和實驗二，受測者皆為北部某大專院校的學生，實驗一探討學習者如何使用學術英文競爭黑白棋遊戲來學習英文文法。其結果顯示，高先備者和低先備者展現出不同的學習成效、學習行為、遊戲成效和遊戲行為。在學習成效方面，無論是在前測分數、後測分數、任務分數或答題狀況，高先備者皆比低先備者有更好的表現。而在學習行為方面，高先備者和低先備者都喜歡系統所提供的半控制方法。然而，相較於高先備者，低先備者有額外的學習行為，例如: 低先備者在最後一題中不願意學習英文文法知識。另外，在遊戲成效方面，無論是遊戲分數或獎勵分數，高先備者的表現都比低先備者來的更好。而在遊戲行為方面，高先備者和低先備者在黑白棋遊戲中都獲得最終的勝利。然而，相較於高先備者，低先備者有額外的遊戲行為，例如: 在虛擬對手下棋後，低先備者比虛擬對手獲得較多的棋子。

實驗二探討學習者如何使用學術英文競爭接龍遊戲來學習英文造句。其結果顯示，高先備者和低先備者顯示出不同的學習成效和學習行為。在學習成效方面，無論是前測分數或任務分數，高先備者皆比低先備者有更好的表現。然而，在後測分數中，高先備者與低先備者獲得相似的分數。而在學習行為方面，高先備者和低先備者也有許多不同之處。整體而言，高先備者偏好收集大範圍的資訊；而低先備者傾向於收集小範圍的資訊。除此之外，高先備者會直接尋找他們所要的資訊；而低先備者則嘗試獲得額外的線索。在簡單任務中，高先備者試圖收集全面性的資訊；而低先備者顯示出零碎的行為來收集資訊。在困難任務中，低先備者需要額外的資訊來進行困難任務。

綜上所述，兩個實驗結果顯示出不同先備知識學習者在不同類型的競爭性遊戲式英語學習系統中，有相似和相異的學習方式。相似處在於高先備者和低先備者都喜歡半控制方法。而在相異處上，高先備者偏好收集大範圍的資訊並直接尋找他們所要的資訊；而低先備者傾向於收集小範圍的資訊並嘗試獲得額外的線索。因此，在未來本研究的結果可以被用於開發個人化的學習系統，以兼顧不同先備知識學習者的需要。

摘要(英)

In the academic area, academic English is a main language because the usage of academic English is not only stricter than general English, but also the usages of some vocabularies are different from those used in general English. On the other hand, academic English involves many aspects. Among them, academic English writing is the most important because students need to write academic papers via academic English. However, learning academic English writing is difficult for students; in particular, they are not only unfamiliar with English grammar, but also make mistakes in English sentences. Therefore, they obtain frustration in learning academic English writing. This may be due to the fact that they lack opportunities to practice English in their daily life so that they have low motivation to learn English grammar and English sentences.

On the other hand, game-based learning, which includes various game elements, can improve learners’ learning motivation. Among various game elements, competition is widely used in game-based learning because it can increase learners’ sense of competition, intrinsic interest and engagement. Due to the aforementioned advantages, this research integrated competition into the development of two game-based English learning systems, which were applied to enhance learners’ learning motivation as well as their English abilities. However, learners’ English abilities needed to be improved in many aspects, one of which is English grammar. This is because English grammar involves many complex rules. Thus, one of the competitive game-based English learning systems was applied to help learners learn English grammar. Subsequently, learners needed to learn how to make English sentences after they had sufficient understandings of English grammar. Accordingly, the other competitive game-based English learning system was used to help learners learn how to make English sentences. More specifically, the Reversi game was applied to help learners learn English grammar in Study One while the Solitaire game was used to help them learn how to make English sentences in Study Two.

Furthermore, game-based learning also has some disadvantages, such as cognitive overload. However, such cognitive overload cannot be copied by all learners. Moreover, low-ability learners might show negative reaction to competition. Therefore, it is necessary to explore the impacts of individual differences. Among various individual differences, prior knowledge plays an influential role because it affects connections between existing knowledge and new knowledge. Due to such influences, this research conducted two empirical studies to examine how prior knowledge affected learners’ reactions to the competitive game-based English learning systems.

Regardless of Study One or Study Two, participants were research students, who came from a university in the north Taiwan. More specifically, Study One explored how learners learned English grammar via the Academic English Competitive Reversi Game (AECRG). The results showed that differences existed between HPK learners and LPK learners, in terms of learning performance, learning behavior, gaming performance and gaming behavior. Regarding learning performance, HPK learners performed better than LPK learners, regardless of pre-test scores, post-test scores, task scores or answer statuses. Regarding learning behavior, both HPK learners and LPK learners appreciated the semi-control approach provided by AECRG. However, LPK learners had additional learning behavior when compared with HPK learners. For instance, LPK learners were not willing to learn English grammar knowledge when they undertook the last task. Regarding gaming performance, HPK learners performed better than LPK learners, regardless of gaming scores or bonus scores. Regarding gaming behavior, both HPK learners and LPK learners attained final winning in the Reversi game. Nevertheless, LPK learners had additional gaming behavior when compared with HPK learners. For example, LPK learners obtained more chess pieces than virtual opponents after virtual opponents placed chess pieces.

Study Two explored how learners made English sentences via the Academic English Competitive Solitaire Game (AECSG). The results indicated that differences existed between HPK learners and LPK learners, in terms of learning performance and learning behavior. Regarding learning performance, HPK learners performed better than LPK learners, regardless of pre-test scores or task scores. However, HPK learners and LPK learners obtained similar post-test scores. Regarding learning behavior, there were many differences between HPK learners and LPK learners. In the overview, HPK learners preferred to collect large-scaled information while LPK learners tended to collect small-scaled information. Moreover, HPK learners directly sought information they needed while LPK learners attempted to obtain additional clues. When learners undertook easy tasks, HPK learners attempted to collect comprehensive information while LPK learners demonstrated fragmented behavior sequences. When learners undertook difficult tasks, LPK learners required extra information to conduct the difficult tasks.

To sum up, the results from these two studies showed that HPK learners and LPK learners shared some similarities but there were also differences between them. Regarding similarities, both HPK learners and LPK learners appreciated the semi-control approach. Regarding differences, HPK learners preferred to collect large-scaled information and directly sought the information they needed while LPK learners tended to collect small-scaled information and attempted to obtain additional clues. Therefore, the results from this research can be applied to develop a personalized learning system in the future so that the needs of HPK learners and LPK learners can be accommodated.

關鍵字(中)

★ 英語學習
★ 遊戲式學習
★ 先備知識

關鍵字(英)

論文目次

摘要 ii
ABSTRACT v
Table of Contents ix
List of Figures xi
List of Tables xii
Chapter 1 Introduction 1
1.1 Background 1
1.2 Aims and Research Objectives 3
1.3 Chapter Outline 5
1.4 Summary 6
Chapter 2 Literature Review 7
2.1 English Learning 7
2.2 Game-based Learning (GBL) 9
2.3 Prior Knowledge 12
2.4 Summary 17
Chapter 3 Research Design 18
3.1 Introduction 18
3.2 Conceptual Framework 20
3.3 Data analysis 21
3.4 Summary 22
Chapter 4 Study One – English Grammar 23
4.1 Participants 23
4.2 Research Instruments 23
4.2.1 Academic English Competitive Reversi Game 23
4.2.2 Pre-test and Post-test 27
4.3 Experimental Procedures 28
4.4 Data Analysis 28
4.5 Results 29
4.5.1 Learning Performance: Test Performance 29
4.5.2 Performance of Learning Tasks 31
4.5.3 Performance of Gaming tasks 35
4.5.4 Frequencies of Learning Behavior 36
4.5.5 Sequences of Learning Behavior 37
4.5.6 Frequencies of Gaming Behavior 39
4.5.7 Sequences of Gaming Behavior 41
4.6 Discussion 43
4.6.1 Performance of learning tasks vs. Frequencies of learning behavior 43
4.6.2 Performance of learning tasks vs. Frequencies of gaming behavior 43
4.6.3 Frequencies of behavior vs. Task time 44
4.6.4 Performance of learning tasks vs. Test performance 44
4.6.5 Test performance vs. Learner semi-control 45
Chapter 5 Study Two – English Sentences 46
5.1 Participants 46
5.2 Research Instruments 46
5.2.1 Academic English Competitive Solitaire Game 46
5.2.2 Pre-test and Post-test 50
5.3 Experimental Procedures 51
5.4 Data Analysis 52
5.5 Results 53
5.5.1 Learning Performance: Test Performance 53
5.5.2 Performance of Learning Tasks 54
5.5.3 Frequencies of Learning Behavior 57
5.5.4 Sequences of Learning Behavior 59
5.6 Discussion 67
5.6.1 Task time vs. Frequencies of hints used 67
5.6.2 Performance of learning tasks vs. Sequences of learning behavior 67
5.6.3 Easy tasks vs. Difficult tasks 68
5.6.4 Sequences of Learning behavior vs. Frequencies of hints used 69
Chapter 6 Conclusions 70
6.1 Main Conclusions 70
6.1.1 Answers to Research Questions 70
6.1.2 English grammar vs. English sentences 75
6.2 Development of a Framework 77
6.3 Limitations and Future works 80
References 81

參考文獻

Abdulmajeed, R. K., & Hameed, S. K. (2017). Using a linguistic theory of humour in teaching English grammar. English Language Teaching, 10(2), 40-47.
Abu Ghali, M. J., Abu Ayyad, A., Abu-Naser, S. S., & Abu Laban, M. (2018). An intelligent tutoring system for teaching English grammar. International Journal of Academic Engineering Research, 2 (2), 1-6.
Agra, G., Formiga, N. S., Oliveira, P. S. D., Costa, M. M. L., Fernandes, M. D. G. M., & Nóbrega, M. M. L. D. (2019). Analysis of the concept of meaningful learning in light of the Ausubel′s theory. Revista Brasileira de Enfermagem, 72(1), 248-255.
Ahmad, A. (2017). Developing cooperative learning based e-module to teach basic English grammar of the first semester of English study program students at FKIP–UIR. Journal of English for Academic, 4(2), 1-11.
Al-Mekhlafi, A. M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. Online Submission, 4(2), 69-92.
Amiri, F., & Puteh, M. (2017). Error analysis in academic writing: A case of international postgraduate students in Malaysia. Advances in Language and Literary Studies, 8(4), 141-145.
Anisa, I., & Widayanti, S. R. (2019). English academic writing for the students of Widya Dharma university of Klaten. International Journal of Active Learning, 4(2), 154-158.
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54(2), 61-83.
Aziz, A. N., Subiyanto, S., & Harlanu, M. (2018). Effects of the digital game-based learning on students academic performance in Arabic learning at Sambas Purbalingga. Journal of Social and Islamic Culture, 26(1), 1-22.
Barrett, N. E., & Liu, G. Z. (2016). Global trends and research aims for English academic oral presentations: Changes, challenges, and opportunities for learning technology. Review of Educational Research, 86(4), 1227-1271.
BaSaeed, E. A. (2013). An approach for teaching English language grammar to Arab young learners. Journal of Research and Method in Education, 1(2), 20-30.
Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35-41.
Cam, L., & Tran, T. M. T. (2017). An evaluation of using games in teaching English grammar for first year English-majored students at Dong Nai technology university. International Journal of Learning, Teaching and Educational Research, 16(7), 55-71.
Chen, C. H., & Chiu, C. H. (2016). Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. Computers & Education, 103, 99-113.
Chen, C. H., Law, V., & Chen, W. Y. (2018). The effects of peer competition-based science learning game on secondary students’ performance, achievement goals, and perceived ability. Interactive Learning Environments, 26(2), 235-244.
Chen, C. H., Law, V., & Huang, K. (2019). The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67(4), 1003-1024.
Chen, H.-L., & Liao, Y.-C. (2021). Effects of panoramic image virtual reality on the workplace English learning performance of vocational high school students. Journal of Educational Computing Research, doi: https://doi.org/10.1177/0735633121999851.
Chen, S. L., & Liu, Y. T. (2021). Learning by designing or learning by playing? A comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains. Interactive Learning Environments, doi: https://doi.org/10.1080/10494820.2021.1961159
Chen, C. H., Liu, J. H., & Shou, W. C. (2018). How competition in a game-based science learning environment influences students′ learning achievement, flow experience, and learning behavioral patterns. Journal of Educational Technology & Society, 21(2), 164-176.
Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning: A meta-analysis. Educational Technology Research and Development, 68(4), 1855-1873.
Chen, C. M., Wang, J. Y., & Hsu, L. C. (2021). An interactive test dashboard with diagnosis and feedback mechanisms to facilitate learning performance. Computers and Education: Artificial Intelligence, 2, 10-15.
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2020). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 71(4) 1-31.
Chen, M. P., Wong, Y. T., & Wang, L. C. (2014). Effects of type of exploratory strategy and prior knowledge on middle school students’ learning of chemical formulas from a 3D role-playing game. Educational Technology Research and Development, 62(2), 163-185.
Chen, D., & Zhang, L. (2017). Formative assessment of academic English writing for Chinese EFL learners. TESOL International Journal, 12(2), 47-64.
Choi, E. T., Kim, Y. N., Cho, W. S., & Lee, D. K. (2016). The effects of visual control whole body vibration exercise on balance and gait function of stroke patients. Journal of Physical Therapy Science, 28(11), 3149-3152.
Chu, H. C., Wang, C. C., & Wang, L. (2019). Impacts of concept map-based collaborative mobile gaming on English grammar learning performance and behaviors. Journal of Educational Technology & Society, 22(2), 86-100.
Crossman, K. (2018). Immersed in academic English: Vocabulary and academic outcomes of a CLIL university preparation course. International Journal of Bilingual Education and Bilingualism, 21(5), 564-577.
Daniel, C. E., Halimi, F., & AlShammari, I. A. (2018). The impact of motivation and parental encouragement on English language learning: An Arab students’ perspective. The Reading Matrix: An International Online Journal, 18(1), 176-194.
DeHaan, J., Reed, W. M., & Kuwanda, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74-94.
Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717.
Desoete, A., Baten, E., Vercaemst, V., De Busschere, A., Baudonck, M., & Vanhaeke, J. (2019). Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children. ZDM, 51(4), 667-677.
Dochy, F. (1996). Prior knowledge and learning. In International Encyclopedia of Developmental and Instructional Psychology (pp. 459-464). New York: Pergamon.
Dong, A., Jong, M. S.-Y., & King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11(2992).
Emmanuel, H., Oyebimpe, A., & Andala, H. O. (2020). English language skills and students’ academic performance in Rwandan public secondary schools: Case of Bugesera district. Journal of Education, 3(3), 35-43.
Fadhilawati, D. (2021). Using quizizz application for learning and evaluating grammar material. Journal of Students Academic Research, 6(1), 85-94.
Fang, X., Perfetti, C., & Stafura, J. (2017). Learning new meanings for known words: Biphasic effects of prior knowledge. Language, Cognition and Neuroscience, 32(5), 637-649.
Fang, L. T., Tuan, L. A., Hui, S. C., & Wu, L. (2018). Personalized question recommendation for English grammar learning. Expert Systems, 35(2), 15.
Fitori, H. S. O. (2019). Difficulties in teaching and learning English grammar in Libyan universities. United Kingdom: Liverpool John Moores University.
Fitri, M. (2017). Improving students’ understanding of English sentences through understanding of sentence patterns. Indonesian Journal of Integrated English Language Teaching, 3(1), 65-82.
Flemban, F. Y. (2018). Animated pedagogical agent’s roles and English learners’ prior knowledge: The influence on cognitive load, motivation, and vocabulary acquisition. (Doctoral dissertation), University of South Florida, Retrieved from https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=8817&context=etd
Freeman, D., Katz, A., Garcia Gomez, P., & Burns, A. (2015). English-for-teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129-139.
Gao, Q., Wang, D., & Gao, F. (2015). Impact of knowledge representations on problem-oriented learning in online environments. International Journal of Human-Computer Interaction, 31(12), 922-938.
Gunantar, D. A. (2016). The impact of English as an international language on English language teaching in Indonesia. Language Circle: Journal of Language and Literature, 10(2), 141-151.
GUO, X. (2018). The probe into the problems and solutions in academic English writing class from the traditional teaching perspective. Paper presented at the international conference on Social Science and Development, Istanbul, Turkey.
Haidar, S., & Fang, F. (2019). English language in education and globalization: A comparative analysis of the role of English in Pakistan and China. Asia Pacific Journal of Education, 39(2), 165-176.
Hilalliyati, N. (2017). Teaching English as a foreign language for students with intellectual disabilities. (Master′s thesis), Suez University, Retrieved from https://repository.uinjkt.ac.id/dspace/bitstream/123456789/36249/1/Najmi%20Hilalliyati-FITK
Ho, H. N. J., Tsai, M. J., Wang, C. Y., & Tsai, C. C. (2014). Prior knowledge and online inquiry-based science reading: Evidence from eye tracking. International Journal of Science and Mathematics Education, 12(3), 525-554.
Hsu, C. F., Chen, C. M., & Cao, D. (2017, July). Effects of design factors of game-based English vocabulary learning app on learning performance, sustained attention, emotional state, and memory retention. In 2017 6th IIAI International Congress on Advanced Applied Informatics (pp. 661-666). IEEE.
Hung, H. C., Young, S. S. C., & Lin, C. P. (2015). No student left behind: A collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan. Technology, Pedagogy and Education, 24(1), 35-49.
Hwang, G. J., & Chang, S. C. (2016). Effects of a peer competition‐based mobile learning approach on students′ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217-1231.
Iyer, R. S., & Orji, R. (2020, August). Cognitive load in games for health-a discussion. In 2020 IEEE 8th International Conference on Serious Games and Applications for Health (pp. 1-5). IEEE.
Jamik, H. N., & Soeharno, S. (2020). The implementation of mnemonic method to improve the primary school learner’s English writing skills. Journal of Primary Education, 9(4), 422-428.
Jeff, C. B. R. (2019). The most difficult basic skill faced by learners of English in first year undergraduate classes at UEA/Bukavu, DR Congo. Creative Education, 10(2), 464-474.
Johnson, D. A., & Dickinson, A. M. (2012). Using postfeedback delays to improve retention of computer-based instruction. The Psychological Record, 62(3), 485-496.
Kaufmann, M. (2020). A meta-analysis on the effectiveness of collaboration in game-based learning. School of Computer Science Graduate Student Publications, 35.
Kim, T. K. (2015). T test as a parametric statistic. Korean Journal of Anesthesiology, 68(6), 540.
Kleftodimos, A., Lappas, G., & Evangelidis, G. (2020). Edutainment and practice in video-based learning: Enriching educational videos with interactive activities and games. International Journal of Entertainment Technology and Management, 1(1), 5-33.
Koh, E., Kin, Y. G., Wadhwa, B., & Lim, J. (2012). Teacher perceptions of games in Singapore schools. Simulation & Gaming, 43(1), 51-66.
Kunasaraphan, K. (2015). English learning strategy and proficiency level of the first year students. Procedia-Social and Behavioral Sciences, 197, 1853-1858.
Lai, A. F., & Wen, S. S. (2012, June). Evaluating an online role playing game for promoting the elementary school students′ English speaking abilities. In 2012 8th International Conference on Information Science and Digital Content Technology (Vol. 3, pp. 610-615). IEEE.
Lau, K. L. (2020). The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation. Reading and Writing, 33(8), 2001-2027.
Lei, Z., & Kangkang, S. (2018). A discussion of interactive model of academic English teaching and disciplinary English study. Journal of Xi′an International Studies University, 01.
Li, L. Y. (2019). Effect of prior knowledge on attitudes, behavior, and learning performance in video lecture viewing. International Journal of Human–Computer Interaction, 35(4-5), 415-426.
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43-55.
Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 152, 103876.
Liu, Z. X., Grady, C., & Moscovitch, M. (2017). Effects of prior-knowledge on brain activation and connectivity during associative memory encoding. Cerebral Cortex, 27(3), 1991-2009.
Mahdi, A. M. (2018). Difficulties in learning grammar, a study into the context of university of technology, department of materials engineering. Lark Journal for Philosophy, Linguistics and Social Sciences, 1(31), 23-31.
Mallia, J. J. A. W. E. J. V. (2017). Strategies for developing English academic writing skills. Arab World English Journal, 8(2), 3-15.
Masood, K. M., & Qadomi, H. A. (2020). Investigating students′ attitudes towards listening and speaking in the English classroom at Al Istiqlal university: An action research. International Journal on Integrated Education, 3(8), 70-76.
Masruroh, L. (2019). Teaching complex English grammar by using Kahoot apps. Edulitics (Education, Literature, and Linguistics) Journal, 4(2), 80-84.
Matsuda, A., & Matsuda, P. K. (2017). Teaching English as an international language: A WE-informed paradigm for English language teaching. In World Englishes (pp. 104-117): Routledge.
Maysuroh, S., & Maryadi, L. I. (2017). Students’ English writing process and problems: A case study at Hamzanwadi university. Voices of English Language Education Society, 1(1).
McCalpin, A. L., Johnson, D. A., & Ferragut, T. N. (2018). Using feedback and postfeedback delays to improve performance with online lessons. The Psychological Record, 68(4), 489-499.
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal, 49(1), 9-23.
McNamara, T., Morton, J., Storch, N., & Thompson, C. (2018). Students’ accounts of their first-year undergraduate academic writing experience: Implications for the use of the CEFR. Language Assessment Quarterly, 15(1), 16-28.
Mihalca, L., & Mengelkamp, C. (2020). Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving. Journal of Educational Psychology, 112(4), 795.
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the factors contributing to students’ difficulties in the English language learning. Creative Education, 8(13), 1999-2008.
Mitchell, T. J., Chen, S. Y., & Macredie, R. D. (2005). Hypermedia learning and prior knowledge: domain expertise vs. system expertise. Journal of Computer Assisted Learning, 21(1), 53-64.
Mohammed, A. S. E. (2018). Academic writing needs assessment: A case study of MPH students, university of Khartoum. In Revisiting the Assessment of Second Language Abilities: From Theory to Practice (pp. 155-173). Cham: Springer.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358.
Nurhamidah, I., Purwanto, S., Anwar, C., Wulandari, D. F., & Murtiningrum, A. (2021). Pedagogical implication of clause expansion mastery through e-learning instruction to improve academic English writing skills. Middle European Scientific Bulletin, doi: https://doi.org/10.47494/mesb.2021.13.626
Nuritasari, F. (2019). The implementation of clock as media in teaching grammar. The Ellite of Unira, 2(1).
Pavón Martínez, H. R., & Acevedo Solórzano, H. N. (2020). The importance of motivation to acquire and develop a good grammar skill process. (Doctoral dissertation, Education and Language Faculty), Universidad Nacional Autónoma de Nicaragua, Managua. Retrieved from https://repositorio.unan.edu.ni/14395/1/14395.pdf
Plakans, L., & Gebril, A. (2017). Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing, 31, 98-112.
Politzer-Ahles, S., Girolamo, T., & Ghali, S. (2020). Preliminary evidence of linguistic bias in academic reviewing. Journal of English for Academic Purposes, 47, 100895.
Polman, J., Hornstra, L., & Volman, M. (2020). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 11, 1-18.
Prasetyo, Z. B. (2020). The difficulties in learning grammar for Indonesian students. Faculty of Intelligent Electrical and Informatics Technology, 6, 10-23.
Prensky, M. J. O. t. h. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On The Horizon, 9(6), 1-6.
Rana, R., & Singhal, R. (2015). Chi-square test and its application in hypothesis testing. Journal of the Practice of Cardiovascular Sciences, 1(1), 69.
Rao, Z. (2016). Language learning strategies and English proficiency: Interpretations from information-processing theory. The Language Learning Journal, 44(1), 90-106.
Rapiudin, A. U. (2019). Students′ perception on their motivation in learning English: The analysis students′ motivation based on Maslow′s concept. Biormatika: Jurnal Ilmiah Fakultas Keguruan dan Ilmu Pendidikan, 5(02), 155-160.
Sajid, M., & Siddiqui, J. A. (2015). Lack of academic writing skills in English language at higher education level in Pakistan: Causes, effects and remedies. International Journal of Language and Linguistics, 2(4), 174-186.
Sanches, T., Antunes, M. D. L., & Lopes, C. (2019). Improving the academic writing experience in higher education. Nova Science Publishers.
Sermsook, K., Liamnimitr, J., & Chantarangkul, V. (2020). Promoting Thai EFL learners′ ability to self-correct errors in written English sentences through Games. English Language Teaching, 13(6), 118-126.
Sermsook, K., Liamnimit, J., & Pochakorn, R. (2017). An analysis of errors in written English sentences: A case study of Thai EFL students. English Language Teaching, 10(3), 101-110.
Shadiev, R., Wu, T. T., & Huang, Y. M. (2017). Enhancing learning performance, attention, and meditation using a speech-to-text recognition application: Evidence from multiple data sources. Interactive Learning Environments, 25(2), 249-261.
Shang, J., Ma, S., Hu, R., Pei, L., & Zhang, L. (2019). Game-based learning in future school. In Shaping Future Schools with Digital Technology (pp. 125-146). Singapore: Springer.
Sibahi, R. (2015). English triumphalism in academic writing: The price of global visibility. Arab World English Journal, 6(3), 205-218.
Smith, L. E. (2015). English as an international language: No room for linguistic chauvinism. Journal of English as a Lingua Franca, 4(1), 165.
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments. Journal of Computer Assisted Learning, 32(1), 31-50.
Sukasame, N., Kantho, S., & Narrot, P. (2014). A study of errors in learning English grammatical structures on tenses of Matthayomsuksa 4 students of the demonstration school, Khonkaen university. Procedia-Social and Behavioral Sciences, 116, 1934-1939.
Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students′ motivation and conception of learning. Computers & Education, 110, 143-153.
Sung, H. Y., Hwang, G. J., & Yen, Y. F. (2015). Development of a contextual decision-making game for improving students′ learning performance in a health education course. Computers & Education, 82, 179-190.
Teng, M. F. (2021). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3), 659-673.
ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & education, 89, 42-52.
Tesfaye, D., & Tsadik, D. G. (2015). Error analysis in essays written by graduating trainees with reference to teacher training colleges in Oromia region: A mixed approach. International Journal of Educational Research and Technology, 6(3), 27-40.
Tsai, M. J., Huang, L. J., Hou, H. T., Hsu, C. Y., & Chiou, G. L. (2016). Visual behavior, flow and achievement in game-based learning. Computers & Education, 98, 115-129.
Velliaris, D. M. (2015). What is academic English? Receiving a good grade at the end of the day. Editorial Board, 73.
Velliaris, D. M., & Coleman-George, D. (2015). Academic English: Different from speaking and more professional. Advanced Science, Engineering and Medicine, 7(7), 597-602.
Vygotsky. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.
Wang, J. H., Chen, S. Y., & Chan, T. W. (2016). An investigation of a joyful peer response system: High ability vs. low ability. International Journal of Human-Computer Interaction, 32(6), 431-444.
Wang, D., & Khambari, M. N. M. (2020). The application of a game-based AR learning model in English sentence learning. Malaysian Online Journal of Educational Technology, 8(1), 63-71.
Wei, C. W., Kao, H. Y., Lu, H. H., & Liu, Y. C. (2018). The effects of competitive gaming scenarios and personalized assistance strategies on English vocabulary learning. Journal of Educational Technology & Society, 21(3), 146-158.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Wright, C., & Furneaux, C. (2021). ‘I am proud of myself′: Student satisfaction and achievement on an academic English writing MOOC. International Journal of Computer-Assisted Language Learning and Teaching, 11(1), 21-37.
Wu, T. T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning. Journal of Computer Assisted Learning, 34(3), 315-323.
Wu, Z., Guo, Y., & Wei, L. (2020). The application of a mixed teaching model to the academic English teaching for graduate students at Inner Mongolia university. Creative Education, 11(02), 105.
Yang, K. H. (2017). Learning behavior and achievement analysis of a digital game-based learning approach integrating mastery learning theory and different feedback models. Interactive Learning Environments, 25(2), 235-248.
Yang, T.-C., Chen, M. C., & Chen, S. Y. (2018). The influences of self-regulated learning support and prior knowledge on improving learning performance. Computers & Education, 126, 37-52.
Yang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game. Journal of Educational Technology & Society, 21(3), 174-185.
Yang, C., & Zhang, L. J. (2015). China English in trouble: Evidence from dyadic teacher talk. System, 51, 39-50.
Yeh, Y. T., Hung, H. T., & Hsu, Y. J. (2017, July). Digital game-based learning for improving students′ academic achievement, learning motivation, and willingness to communicate in an English course. In 2017 6th IIAI International Congress on Advanced Applied Informatics (pp. 560-563). IEEE.
Zambrano, J., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019). Effects of prior knowledge on collaborative and individual learning. Learning and Instruction, 63, 101214.
Zarei, G. R., Pourghasemian, H., & Khalessi, M. (2019). English language cultural bias in the process of globalization: Analysis of interchange series. Journal of Language Research, 10(29), 151-178.

指導教授

陳攸華

審核日期

2021-10-15

推文