EDS：登台遊戲帶動課堂英語對話活動之原型設計

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謝以諾(Yi-No Hsieh) 查詢紙本館藏

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網路學習科技研究所

論文名稱

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)

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至系統瀏覽論文 (2026-8-1以後開放)

摘要(中)

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。

摘要(英)

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.

關鍵字(中)

★ 登台遊戲
★ 同儕學習

關鍵字(英)

★ Staging Game
★ Peer Learning

論文目次

中文摘要 i
Abstract ii
誌謝 iii
目錄 iv
圖目錄 vii
表目錄 viii
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 2
1-3 研究問題 2
1-4 名詞解釋 3
1-4-1 EDS英語對話課堂 3
1-4-2 同儕學習(Peer Learning) 3
1-4-3 登台遊戲(Staging Game) 3
1-4-4 同儕壓力(Peer Pressure) 3
二、文獻探討 4
2-1 台灣英語學習現況 4
2-1-1 台灣2030雙語政策 4
2-1-2 十二年國民基本教育 6
2-1-3 英語對話相關研究 8
2-2 語言學習關鍵期 8
2-3 興趣驅動創造者理論(Interest-driven Creator Theory) 9
2-4 英語教學策略 11
2-4-1 默示法(The Silent Way) 11
2-4-2 回音法(Echo Method) 12
2-4-3 同儕學習(Peer Learning) 13
2-4-4 登台(Staging) 14
2-4-5 競爭(Competition) 15
2-4-6 同儕壓力(Peer Pressure) 16
三、課堂設計與實作 18
3-1 課堂簡介 18
3-2 課堂設計 18
3-2-1 課堂原型及理念 18
3-2-2 課堂流程 22
3-2-3 課堂教材 28
3-3 課堂特色 30
四、研究方法 32
4-1 研究設計 32
4-2 研究對象 32
4-3 研究工具 32
4-3-1 聽力與理解學習單 32
4-3-2 口說評量 33
4-3-3 訪談 35
4-4 實驗流程 37
4-4-1 實驗前 38
4-4-2 正式實驗 39
4-4-3 實驗後 39
4-5 分析工具 41
4-5-1 魏克生符號等級檢定(Wilcoxon Signed-rank Test) 41
4-5-2 描述性分析 41
4-5-3 質性分析 41
五、研究結果 42
5-1 聽力與理解學習單 42
5-1-1 聽力能力 42
5-1-2 理解能力 43
5-2 口說評量 44
5-2-1 口說能力 44
5-2-2 發音面向 45
5-2-3 流利面向 46
5-2-4 自信面向 47
5-3 學生訪談結果 48
5-3-1 EDS英語對話課堂對你學習英語有什麼影響？為什麼？ 48
5-3-2 EDS英語對話課堂中是什麼讓你有學習的動力？為什麼？ 51
5-3-3 EDS英語對話課堂中你遇到的困難是什麼？為什麼？ 52
5-4 教師訪談結果 54
5-4-1 學生使用「EDS英語對話課堂」學習的投入狀況與表現？ 54
5-4-2 EDS英語對話課堂是否容易操作？為什麼？ 55
六、結論與未來展望 56
6-1 討論與結論 56
6-1-1 EDS英語對話課堂是否能幫助學生提升英語對話能力？ 56
6-1-2 學生在EDS英語對話課堂的學習動機為何？ 57
6-1-3 教師對於實踐EDS英語對話課堂教學的評語為何？ 58
6-2 研究限制 59
6-2-1 實驗時間不夠長 59
6-2-2 受測學生數量較少 59
6-3 貢獻 59
6-3-1 創造「學生多說、教師少說」的英語教學環境 59
6-3-2 以登台遊戲帶動學習 59
6-4 未來展望 60
6-4-1 增加課堂內容 60
6-4-2 提升課堂專注度 60
6-4-3 調整遊戲方式 60
6-4-4 調整練習時間 60
參考文獻 61
中文文獻 61
參考文獻 62
英文文獻 62
附錄一英語對話課堂教材 66
附錄二聽力與理解學習單－前測 75
附錄三口說評量－前測 79
附錄四聽力與理解學習單－後測 80
附錄五口說評量－後測 84

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2024-8-8

推文