本研究旨在探討運用教育桌遊的華語課程與運用閃字卡的講述式華語課程在對外華語學習者的學習成效、語言學習焦慮以及課程滿意度之間的影響，融入桌遊之教學內容主要基於「國教院語法點分級標準檢索系統」與日常生活常見物品的生詞去進行設計，教學目標是希望A1的華語學習者能使用基礎的語法去進行簡單的華語句子輸出，教學設計上會先講解目標生詞，於練習與複習階段則施用教育桌遊；講述式教學組之教學內容相同，僅在練習與複習階段佐以閃字卡輔助。所有受試者均會進行語言學習焦慮之前測與後測，並在課程結束後填寫課程滿意度問卷，資料蒐集完成後會透過獨立樣本t檢定和無母數分析以及半結構式訪談的方式去檢驗學習成效與語言學習焦慮及課程滿意度之間是否有交互作用。研究結果為在採用教育桌遊的組別有較高的學習成效，而採用閃字卡的組別則有較低的學習焦慮；學習成效則與課程滿意度呈現正相關，顯示較滿意課程者的學習成效也較佳。;The purpose of this study is to investigate the effects of applying educational board games and flashcards on the learning effectiveness, language learning anxiety, and program satisfaction of foreign learners of Chinese in a Chinese language program. The teaching goal is to enable A1 Chinese language learners to use basic grammar to produce simple Chinese sentences. The teaching design is to explain the target vocabulary first, and then educational board games will be applied in the practice and review stages. The teaching content of the narrative group is the same, with flashcards used as a supplement in the practice and review stages. At the end of the course, all participants took the pre-tests and post-tests regarding their language learning anxiety and completed the course satisfaction questionnaires. After data collection, the independent sample t-test, nonparametric analysis, and semi-structured interviews were conducted to examine whether there was an interaction between learning effectiveness, language learning anxiety, and course satisfaction. The results of the study showed that the group where educational board games had been applied demonstrated better learning outcomes, and that the group where flashcards had been used showed lower learning anxiety, while learning outcomes were positively correlated with program satisfaction, indicating that those who were more satisfied with the program also demonstrated better learning outcomes.
