| 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 |
