| dc.description.abstract | 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. | en_US |