LEPS:登台遊戲引導英語單字學習之原型設計

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姓名

羅文成(Wen-Cheng Lo) 查詢紙本館藏

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網路學習科技研究所

論文名稱

LEPS:登台遊戲引導英語單字學習之原型設計
(LEPS:Design of a Staging-Game-Based English Vocabulary Learning Prototype System)

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至系統瀏覽論文 (2026-8-1以後開放)

摘要(中)

政府2030雙語政策和十二年國民基本教育課程綱要-英語文領域中，強調英語學習的重要性，並在課程綱要中指出，英語教學應以學生為中心並重視語言溝通的互動功能，而單字是一門語言的基礎，但學習過程缺乏趣味性且學習的動機也很難建立，而傳統的的教學方式多以教師為中心且以考試為導向，以教師為主學習時，老師在教學過程中難以顧及學生的吸收程度，僅能依照教材不斷輸出知識，學生也因受限於被動的聽講，難有專注於知識及實際應用知識的機會，而學習的成效評估多是利用考試方式達成，多數時候準備考試的努力也未必全然顯示在成績上，因此造成學生重大的壓力。
本研究以登台遊戲取代傳統的考試評分，學生以登台遊戲為學習目標，各自在經過設計的教材下以學生為主進行跟讀練習，取代傳統以老師為主的課堂，因此使用IDC理論創造環中的「模仿」、「登台」兩個元素作為基礎，設計名為「LEPS英語單字課堂」的學習活動，而LE部分對應「模仿」，PS部分則對應「登台」，在此課堂中，學生首先以聽的方式輸入並認識單字（Listening），接者以跟讀方式各自利用教材進行練習（Echoing）。當學生在跟讀過程中自認熟練時，可以與鄰近同學模擬登台遊戲互相練習（Peer-practicing），最後，學生實際分組進行上台遊戲（Staging）。
本研究實驗對象為某小學二年級的23名學生，從結果發現經過九次課堂活動後學生在單字的聽、說、讀能力皆能有所收穫，而每位學生也對課堂中的活動有各自的偏好並有正面感受;課堂中學生也因登台遊戲有明確的學習目標，同時也產生各自不同的成就追求。

摘要(英)

In promoting the Bilingual 2030 Policy and Curriculum Guidelines of 12-year Basic Education—English Language Domain, the government emphasizes the importance of English learning. The curriculum guidelines advocate for a student-centered approach that values the interactive function of language communication. Vocabulary is the foundation of any language; however, the learning process often lacks engagement, and motivation is difficult to establish. Traditional teaching methods are predominantly teacher-centered and exam-oriented. When the teacher is the primary focus in the learning process, it is challenging to accommodate each student′s comprehension level. Instruction is often confined to constant knowledge delivery based on the textbook, while students, limited to passive listening, find it difficult to focus on and apply knowledge practically. Additionally, learning effectiveness is commonly assessed through exams, where preparation efforts may not always be accurately reflected in the scores, thus causing significant stress for students.
This study replaces traditional exam grading with a Staging game, setting the Staging game as the learning objective for students. Under a carefully designed curriculum, students engage in echo practice in a student-centered manner, replacing the traditional teacher-led classroom. Utilizing the IDC theory, two elements「Imitating」and「Staging」are incorporated into the learning environment to create a learning activity named “LEPS English Vocabulary Class.” In this class, the “LE” part corresponds to “Imitating” while the “PS” part corresponds to “Staging” Students first listen to and recognize vocabulary words (Listening), then practice by echoing them using the provided materials (Echoing). When students feel proficient during the echoing process, they can practice the Staging game with nearby classmates (Peer-practicing). Finally, students perform in group Staging games (Staging).
The study involved 23 second-grade students from an elementary school. Results showed that after nine sessions of the class activity, students made progress in listening, speaking, and reading vocabulary. Each student had individual preferences for the activities and expressed positive feedback. The Staging game provided clear learning objectives, fostering different achievements among students.

關鍵字(中)

★ 登台遊戲
★ 以學生為主學習
★ 創造環
★ 多媒體學習
★ 情境興趣

關鍵字(英)

★ Staging game
★ Student-centered
★ Creation loop
★ Multimedia learning
★ Situational interest

論文目次

中文摘要 i
Abstract ii
致謝 iv
目錄 v
圖目錄 ix
表目錄 x
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 3
1-3 研究問題 3
1-4 名詞解釋 4
1-4-1「LEPS英語單字課堂」 4
1-4-2 多媒體教材 4
1-4-3 以學生為中心 4
二、文獻探討 5
2-1 台灣語言政策及教學環境 5
2-1-1 2030雙語政策（Bilingual 2030） 5
2-1-2 台灣語言教學環境 6
2-2 第二語言敏感期 7
2-3 多媒體學習策略 8
2-3-1 訊息處理理論（Information Processing Theory） 8
2-3-2 雙碼理論（Dual-Coding Theory） 10
2-3-3 多媒體學習認知理論（Cognitive Theory of Multimedia Learning） 11
2-3-4 多媒體學習原則（Principles of Multimedia Learning） 13
2-4 英語單字教學與學習策略 15
2-4-1 建構主義理論（Constructivism） 15
2-4-2 聽說教學法（The Audiolingual Method） 17
2-4-3 默示教學法（The Silent Way） 18
2-5 興趣驅動學習 19
2-5-1 興趣的發展 19
2-5-2 興趣驅動創造者理論-創造環（Interest-Driven Creator Theory-Creation Loop） 22
2-5-3 成就動機理論（Achievement Motivation Theory） 24
三、課堂設計與課堂實作 26
3-1 以創造環（Creation Loop）模式設計課堂活動 26
3-2 課堂簡介及特色 27
3-3 課堂設計流程 28
3-3-1 課堂內容定義 28
3-3-2 課堂初版設計、設計原則確立 28
3-3-3 初版課堂優化、課堂內容模擬 29
3-3-4 正式版課堂設計 29
3-4「LEPS英語單字課堂」實作流程 31
3-4-1「LEPS英語單字課堂」-教材說明 31
3-4-2「LEPS英語單字課堂」-登台遊戲說明 32
3-4-3「LEPS英語單字課堂」-現場實作 33
四、研究方法 39
4-1 研究設計 39
4-2 研究對象 39
4-3 研究工具 39
4-3-1 英語單字聽力及認字學習單 39
4-3-2 英語單字口說單字錄音 41
4-3-3 課堂情境興趣問卷 42
4-3-4 訪談 43
4-4 研究流程 45
4-4-1 實驗前 46
4-4-2 正式實驗 47
4-4-3 實驗後 47
4-5 分析工具 48
4-5-1 魏克生符號等級檢定（Wilcoxon Signed-Rank Test） 48
4-5-2 描述性分析（Descriptive Statistics） 49
4-5-3 信度分析（Reliability Analysis） 49
五、研究結果與討論 50
5-1 英語單字聽力與認字學習單 50
5-1-1 英語單字聽力與認字學習單前後測 50
5-1-2 聽力面向 51
5-1-3 認字面向 52
5-2 英語單字口說 53
5-2-1 英語單字口說（外國籍英語專業老師） 53
5-2-2 發音面向（外國籍英語專業老師） 54
5-2-3 流利面向（外國籍英語專業老師） 55
5-2-4 自信面向（外國籍英語專業老師） 56
5-2-5 英語單字口說（本國籍英語專業老師） 57
5-2-6 發音面向（本國籍英語專業老師） 58
5-2-7 流利面向（本國籍英語專業老師） 59
5-2-8 自信面向（本國籍英語專業老師） 60
5-3 課堂情境興趣問卷 61
5-3-1 信度分析 61
5-3-2 各面向描述性分析 61
5-4 訪談 63
5-4-1 學生訪談結果 63
5-4-2 老師訪談結果 71
六、結論與未來展望 74
6-1 結論 74
6-1-1 學生利用「LEPS英語單字課堂」學習後是否有助於單字聽、說、讀三個面向能力的提升? 74
6-1-2 利用「LEPS英語單字課堂」學習學生可能出現情境興趣? 75
6-1-3 利用「LEPS英語單字課堂」學習學生可能出現學習動機? 75
6-2 研究限制 80
6-3 研究貢獻 80
6-4 未來展望 81
參考文獻 83
中文文獻 83
英文文獻 85
附件一各主題單字 90
附件二英語單字聽力與認字學習單（前測） 91
附件三英語單字口說錄音（前測） 95
附件四英語單字聽力與認字學習單（後測） 96
附件五課堂情境興趣問卷 100
附件六英語單字口說錄音（後測） 102

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2024-8-8

推文