Role-play game-enhanced english for a specific-purpose vocabulary-acquisition framework

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题名:	Role-play game-enhanced english for a specific-purpose vocabulary-acquisition framework
作者:	張立杰;Lu, Fang-Chen;Chang, Ben
贡献者:	文學院師資培育中心
关键词:	Acquisition;Asians;College instruction;Control Groups;Educational environment;Educational Games;English as a second language tests;English for Special Purposes;English for specific purposes;English language;Evaluation;Expectations;Factor Analysis;Foreign Countries;Frame analysis;Full Length Articles;Games;High School Students;Instructional Effectiveness;Language Tests;Learning;Online games;Pretests Posttests;Questionnaires;Role Playing;Scores;Second Language Instruction;Second Language Learning;Secondary school students;Secondary schools;Semantics;Social contact;Social media;Social participation;Social stimulation;Statistical Analysis;Stimulation;Student Participation;Students;Study and teaching;Teachers;Teaching Methods;Vegetarianism;Vocabulary;Vocabulary Development;Vocabulary learning;Vocabulary skills;Vocational High Schools;Words
日期:	2016-01-01
上传时间:	2026-04-23 11:55:02 (UTC+8)
出版者:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:	摘要： With the advantages of an engaged and authentic role-play game (RPG), this study aims to develop an RPG-enhanced English for specific purposes (ESP) vocabulary-acquisition framework, providing teachers and students a systematic way to incorporate RPG into ESP learning. The framework is composed of five parts: goal, three-level vocabulary sets, RPG contexts, a vocabulary test, and a participation questionnaire. In the perspective of three-level vocabulary sets, they are semantic sets, communicative sets, and situational sets. With regard to the vocabulary test, there are vocabulary assessment for semantic sets, vocabulary assessment for communicative sets, and vocabulary assessment for situational sets. In addition, the participation questionnaire classifies the students' participation scale into personal interest, external expectations, social contact, and social stimulation. To evaluate the framework effectiveness, eighty northern Taiwan vocational high school second-year students, divided into an experimental group and a control group, were recruited to participate in this study. The results confirmed that the framework can facilitate students' ESP vocabulary acquisition in vocabulary assessment for situational sets. Meanwhile, the framework was effective in promoting students' social participation, especially on external expectations and social contact perspectives. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2016-04-01 出處： Educational Technology & Society, 2016-04, Vol.19 (2), p.367-377 資源來源：華藝電子期刊(CEPS) 版權： Copyright 2016 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2016 International Forum of Educational Technology & Society 版權： 2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201604_19(2).0027
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