傳統的英語課，以讀寫和考試導向為主，學生缺乏聽說練習的機會，造成學生對英語學習興趣缺缺，考試成績無法反映學生真正的英語聽說和溝通能力。隨著十二年國教108課綱的實施，核心素養成為課程設計和課程實施的主要概念，包含「自主行動、溝通互動、社會參與」三個主要層面；而在英語教學中，課堂遊戲正是把課堂所學應用在生活，符應核心素養的最佳橋樑。由於時下文獻大多探討遊戲式教學與國小英語學習的關係，因此本論文旨在探討國中英語教師對於課堂遊戲的實施現況和看法。本研究對象為242位雙北國中英語教師和8位教學經驗豐富的的雙北國中英語教師，透過問卷調查和半結構訪談的方式，了解國中英語教師對於英語課堂遊戲，在設計與實施之現況、看法、還有學生在認知與情意層面的影響。研究結果如下:
1. 文法 單字 會話 是最常進行的遊戲種類
2. 平均遊戲的時間為20~30分鐘，最常穿插在正式教學之間
3. 課堂遊戲的主要來源出處為網路 教師手冊 研習
4. 課堂遊戲的主要特質為: 切合教學主題 讓全班參與 能有時間進行 有趣
5. 課堂遊戲最常使用的教具為: 圖片和學習單
6. 最常使用的遊戲型態為小組競賽
7. 最常使用的分組方式為同一直排或鄰近座位一組
8. 最常使用的獎勵為加分和零嘴飲料
9. 課堂遊戲的主要目的為: 提升學習成效 提升學習動機 增加練習機會
10. 課堂遊戲最主要困難為:秩序失控 影響進度 設計遊戲耗心力
11. 多數國中英語教師認為，課堂遊戲能提升以下項目:教學效能、學習成效、學習動機、情意表現、師生互動、上課氣氛
12. 課堂遊戲可以用跨領域學習的方式來實現核心素養

Traditional English classes focus on reading, writing, and are exam-oriented. Students lack the chance of enhancing listening and speaking skills. Test results cannot reflect students’ actual proficiency on listening, speaking and communication in English. With the implementation of 12-year Basic Education Curriculum Guidelines in 2019, core competencies have become the key element of course design and enforcement, including: spontaneity, communication and interaction, and social participation. In the field of English teaching, in-class games have become the best medium to incorporate the elements of core competencies into English learning. Since most research regarding in-class English games focus on elementary school level, the purpose of this study is to investigate junior high school English teachers' perspectives and practices of in-class games. The subjects are 242 junior high school English teachers and 8 experienced junior high school English teachers in Taipei City and New Taipei City. The researcher utilizes questionnaire and semi-structured interview to explore junior high school English teachers’ practices, design, and perspectives and students’ cognitive and affective effect of in-class games. The research results are as follows:
1. Grammar, vocabulary, and conversation are the most frequently applied game types.
2. The average time of in-class game is 20~30 minutes, between formal lectures.
3. The main sources of in-class games are: internet, teaching manual, and workshops.
4. The main characteristics of in-class games are: relate to teaching themes, whole class participation, having enough time, and fun.
5. The most frequently used teaching aids are: pictures and learning sheets.
6. The most frequently used teaching mode is group competition.
7. The most frequently used grouping methods are by row or nearby seats.
8. The most frequently used awards are adding points and snacks and drinks.
9. The main purpose of in-class games are: increase learning efficiency, learning motivation, and practice.
10. The major obstacles of in-class games are: out of order, delay the course schedule, and time and energy consuming of game design.
11. Most respondents reply that in-class games can increase: 1) teaching and learning efficiency, 2) learning motivation, 3) students’ affective performance, 4) teacher-student interaction, and 5) class dynamics. 
12. In-class games can be used in cross-subject learning to attain the elements of core competencies.

List of Tables
Table 1 Descriptive Statistics for the Respondents’ Demographic Background ......... 30
Table 2 Descriptive Statistics for the Respondents’ Educational Background ............ 32
Table 3 Descriptive Statistics for the Respondents’ Teaching Seniority ...................... 33
Table 4 Descriptive Statistics for the Respondents’ Teaching Grade Level and Average
Class Size ............................................................................................................. 34
Table 5 Descriptive Statistics for Respondents’ source of workshop .......................... 34
Table 6 Descriptive Statistics for Frequency of Applying Games ............................... 36
Table 7 Descriptive Statistics for Average Time of Applying Games .......................... 36
Table 8 Descriptive Statistics for Section of Applying In-class Games ...................... 37
Table 9 Descriptive Statistics for Element of English of Applying In-class Games
(Choose 3 Items) .................................................................................................. 38
Table 10 Descriptive Statistics for Source of In-class Games (Choose 3 Items) ......... 39
Table 11 Descriptive Statistics for Factor of Game Choice (Choose 3 Items) ............ 40
Table 12 Descriptive Statistics for Teaching Aids (Choose 3 Items) ........................... 40
Table 13 Descriptive Statistics for Most Frequently Used Grouping Method ............. 41
Table 14 Descriptive Statistics for Most Frequently Used Nature of Games .............. 42
Table 15 Descriptive Statistics for Number of Students per Group ............................. 43
Table 16 Descriptive Statistics for Most Frequently Used Form of Awards (choose 2
items) .................................................................................................................... 44
Table 17 Descriptive Statistics for the Main Purposes of Conducting In-class Games
.............................................................................................................................. 45
Table 18 Difficulties encountered when using in-class games .................................... 46
Table 19 Descriptive Statistics for the Respondents’ Perspectives of In-Class Games—
Cognitive Perspectives ......................................................................................... 48
Table 20 Descriptive Statistics for the Respondents’ Perspectives of In-Class Games:
C6~C10 ................................................................................................................ 49
Table 21 Summary of t-test of ITEM C by Gender ..................................................... 51
Table 22 Summary of ANOVA of ITEM C1-C5 by Age ............................................. 52
Table 23 Summary of ANOVA of ITEM C6-C8 by Age ............................................. 53
Table 24 Summary of ANOVA of ITEM C9-C10 by Age ........................................... 54
Table 25 Summary of ANOVA of ITEM C1-5 by Highest Academic Degree ............ 55
Table 26 Summary of ANOVA of ITEM C6-8 by Highest Academic Degree ............ 56
Table 27 Summary of ANOVA of ITEM C9-10 by Highest Academic Degree .......... 57
Table 28 Summary of ANOVA of ITEM C1-5 by Academic Major Subject .............. 58
Table 29 Summary of ANOVA of ITEM C6-8 by Academic Major Subject .............. 59
Table 30 Summary of ANOVA of ITEM C9-10 by Academic Major Subject ............ 60
Table 31 Summary of ANOVA of ITEM C1-5 by Seniority of Teaching .................... 61
Table 32 Summary of ANOVA of ITEM C6-8 by Seniority of Teaching .................... 62
Table 33 Summary of ANOVA of ITEM C9-10 by Seniority of Teaching .................. 63
Table 34 Summary of ANOVA of ITEM C1-5 by Seniority of Teaching .................... 64
Table 35 Summary of ANOVA of ITEM C6-8 by Seniority of Teaching .................... 65
Table 36 Summary of ANOVA of ITEM C9-10 by Seniority of Teaching .................. 66
Table 37 Summary of ANOVA of ITEM C1-5 by Grade of Teaching ......................... 66
Table 38 Summary of ANOVA of ITEM C6-8 by Grade of Teaching ......................... 67
Table 39 Summary of ANOVA of ITEM C9-10 by Grade of Teaching ....................... 68
Table 40 Summary of ANOVA of ITEM C1-5 by Class Size ...................................... 69
Table 41 Summary of ANOVA of ITEM C6-8 by Class Size ...................................... 70
Table 42 Summary of ANOVA of ITEM C9-10 by Class Size .................................... 70

List of Figures
Figure 1 The Flowchart of Conducting the Study................................................... 25

Table of Contents
Chapter 1	1
Introduction	1
1.1 Research Background and Motivation	1
1.2 Statement of the Problem	3
1.3 Purpose of the Study	3
1.4 Research Questions	4
1.5 Significance of the Study	5
Chapter 2	7
Literature Review	7
2.1 Definition of Games	8
2.2 Features of In-Class Games	9
2.3 Values of In-Class Games	11
2.4 Communicative Language Teaching (CLT)	12
2.4.1 Features of CLT	13
2.5 Core Competencies	14
2.6 Empirical Studies of In-class English Games	17
Chapter 3	19
Methodology	19
3.1 Participants	19
3.2 Instruments	20
3.2.1 Questionnaire	20
3.2.2 Interview	22
3.3 Procedure	23
3.4 Data Analysis	26
Chapter 4	27
Results and Discussion	27
4.1 Results of the Questionnaire	27
4.1.1 Background of the Teachers Surveyed	28
4.1.1.1 Demographic Background	30
4.1.1.2 Educational Background	31
4.1.2 Teachers' Practice of In-Class Games	35
4.1.2.1 Frequency of Applying In-Class Games	35
4.1.2.2 Average Time of Playing Games in Class	36
4.1.2.3 Section of Applying In-Class Games	37
4.1.2.4 Element of English of Applying In-class Games	37
4.1.2.5 References of in-class games	38
4.1.2.6 Factors Which Determine Choice or Design of In-c2lass Games	39
4.1.2.7 Frequently used teaching aids when executing in-class games	40
4.1.2.8 Grouping Method Conducted	41
4.1.2.9 Nature of Games	42
4.1.2.10 Total Number of Students in Each Group of Game	42
4.1.2.11 Form of Awards	43
4.1.2.12 Main Purposes of Conducting In-class Games	44
4.1.2.13 Difficulties encountered when using in-class games	45
4.1.3 Teachers' Perspectives of In-Class Games	46
4.1.3.1 Descriptive Statistics of Teachers' Perspectives of In-Class Games	46
4.1.3.2 The Results of Statistical Analysis of Teachers' Perspectives of In-Class Games	50
4.2 Results of the Interviews	71
4.2.1.1 The features of games that suit junior high school students	71
4.2.1.2 The Variation of Games Based on Different Grade Level	72
4.2.2 Teaching Aids Used for Junior High School In-Class Games	74
4.2.3 Design of In-class Games	75
4.2.4 Difficulties Encountered When Conducting In-Class Games	76
4.2.5 In-class Games and Learning Efficiency	77
4.2.6 Necessity of In-Class Games	78
4.2.7 In-Class Games and Core Competencies	79
4.3 Summary of the Result	81
Chapter 5	83
Conclusion	83
5.1 Answering the Research Questions	83
5.2 Implication and Suggestions	87
5.2.1 To English Teachers	87
5.2.2 To Education of English Teaching	88
5.2.3 To School Authority	88
5.2.4 To EFL Material Developers	89
5.2.5 To Teachers' Trainers	90
5.3 Limitations of the Study	91
5.4 Suggestions for Future Studies	92
References	93
Appendix A 	102
Appendix B 	110
Appendix C 	111

List of Tables
Table 1 Descriptive Statistics for the Respondents’ Demographic Background ......... 30
Table 2 Descriptive Statistics for the Respondents’ Educational Background ............ 32
Table 3 Descriptive Statistics for the Respondents’ Teaching Seniority ...................... 33
Table 4 Descriptive Statistics for the Respondents’ Teaching Grade Level and Average
Class Size ............................................................................................................. 34
Table 5 Descriptive Statistics for Respondents’ source of workshop .......................... 34
Table 6 Descriptive Statistics for Frequency of Applying Games ............................... 36
Table 7 Descriptive Statistics for Average Time of Applying Games .......................... 36
Table 8 Descriptive Statistics for Section of Applying In-class Games ...................... 37
Table 9 Descriptive Statistics for Element of English of Applying In-class Games
(Choose 3 Items) .................................................................................................. 38
Table 10 Descriptive Statistics for Source of In-class Games (Choose 3 Items) ......... 39
Table 11 Descriptive Statistics for Factor of Game Choice (Choose 3 Items) ............ 40
Table 12 Descriptive Statistics for Teaching Aids (Choose 3 Items) ........................... 40
Table 13 Descriptive Statistics for Most Frequently Used Grouping Method ............. 41
Table 14 Descriptive Statistics for Most Frequently Used Nature of Games .............. 42
Table 15 Descriptive Statistics for Number of Students per Group ............................. 43
Table 16 Descriptive Statistics for Most Frequently Used Form of Awards (choose 2
items) .................................................................................................................... 44
Table 17 Descriptive Statistics for the Main Purposes of Conducting In-class Games
.............................................................................................................................. 45
Table 18 Difficulties encountered when using in-class games .................................... 46
Table 19 Descriptive Statistics for the Respondents’ Perspectives of In-Class Games—
Cognitive Perspectives ......................................................................................... 48
Table 20 Descriptive Statistics for the Respondents’ Perspectives of In-Class Games:
C6~C10 ................................................................................................................ 49
Table 21 Summary of t-test of ITEM C by Gender ..................................................... 51
Table 22 Summary of ANOVA of ITEM C1-C5 by Age ............................................. 52
Table 23 Summary of ANOVA of ITEM C6-C8 by Age ............................................. 53
Table 24 Summary of ANOVA of ITEM C9-C10 by Age ........................................... 54
Table 25 Summary of ANOVA of ITEM C1-5 by Highest Academic Degree ............ 55
Table 26 Summary of ANOVA of ITEM C6-8 by Highest Academic Degree ............ 56
Table 27 Summary of ANOVA of ITEM C9-10 by Highest Academic Degree .......... 57
Table 28 Summary of ANOVA of ITEM C1-5 by Academic Major Subject .............. 58
Table 29 Summary of ANOVA of ITEM C6-8 by Academic Major Subject .............. 59
Table 30 Summary of ANOVA of ITEM C9-10 by Academic Major Subject ............ 60
Table 31 Summary of ANOVA of ITEM C1-5 by Seniority of Teaching .................... 61
Table 32 Summary of ANOVA of ITEM C6-8 by Seniority of Teaching .................... 62
Table 33 Summary of ANOVA of ITEM C9-10 by Seniority of Teaching .................. 63
Table 34 Summary of ANOVA of ITEM C1-5 by Seniority of Teaching .................... 64
Table 35 Summary of ANOVA of ITEM C6-8 by Seniority of Teaching .................... 65
Table 36 Summary of ANOVA of ITEM C9-10 by Seniority of Teaching .................. 66
Table 37 Summary of ANOVA of ITEM C1-5 by Grade of Teaching ......................... 66
Table 38 Summary of ANOVA of ITEM C6-8 by Grade of Teaching ......................... 67
Table 39 Summary of ANOVA of ITEM C9-10 by Grade of Teaching ....................... 68
Table 40 Summary of ANOVA of ITEM C1-5 by Class Size ...................................... 69
Table 41 Summary of ANOVA of ITEM C6-8 by Class Size ...................................... 70
Table 42 Summary of ANOVA of ITEM C9-10 by Class Size .................................... 70

List of Figures
Figure 1 The Flowchart of Conducting the Study................................................... 25

References
Ausubel, D. P. (1968) Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Birova, I. L. (2013). Game as a main strategy in language education. American     Journal of Educational Research, 1, 7-11.
Brandt, P. D. R. (2002) The power of play – play and games in language teaching. TESOL Greece Newsletter. Retrieved from http://www.tesolgreece.com/n;/74/7405.html.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education. 
Byrne, D. (1995). Teaching Oral English. Harlow, England: Longman Group.
Canale, M., & Swain, M. (1980). Contexts of competence; Social and cultural consideration in communicative language teaching. New York: Plenum. 
Carrier, M. (1980). Take 5: games and activities for the language learner. Surrey, UK: Nelson and Son Ltd.
Chang, C. W. (2010). Designing sentence writing game to improve elementary school students’ sentence writing (Master’s thesis, Wenzao Ursuline College of Languages, Kaoshiung). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/ gsweb.cgi/ccd=2HxuNX/record?r1=2&h1=6
Chung, R. F. (n.d.). The History of Teaching Methodology
http://www2.nknu.edu.tw/thakka/item02/main02_61.htm
Cortez, E. G. (1978). Language-teaching games: What about them? English Language Teaching Journal, 32( 3), 204-207.
Crookall, D. (1990). Sources and resources. Language learning through simulation/gaming. Ed. D. Crookall & R. Oxford. New York: Newbury House/Harper & Row.
Deesri, A. (2002). Games in the ESL and EFL Class. The Internet TESL Journal, 8(9). Retrieved from http://iteslj.org/Techniques/Deesri-Games.html.
Dobson, J. M. (1970). Try one of my games. The English Teaching Forum, VII, 9. Retrieved from https://files.eric.ed.gov/fulltext/ED040398.pdf
Fan, X. X. (2014). Core Competencies and Curriculum Outline of Twelve-Year Basic Education. Pause of Education Electronic Journal 5.
Fröhlich, M., Spada, N., & Allen, P. (1985). Differences in the Communicative Orientation of L2 Classrooms. TESOL Quarterly, 19, 27-57.
Garcia-Carbonell, A., Rising, B., Montero, B., & Watts, F (2001) Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Garvey, C. (1977). Play. Cambridge, MA: Harvard University Press. 
Gee, J. P. (2007). What video games have to teach us about learning and literacy (2nd Ed.). Rev. ed. New York : Palgrave Macmillan.
Hadfield, J. (1990). Intermediate communication games : a collection of games and activities for low to mid-intermediate students of English. Walton-on-Thames: Nelson.
Gozcu, E. and Caganaga, C. K. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences. 11(3), 126-135. 
Houng, A. Y. (2008). Defining and Selecting National Core Competency: Concept Referencing Framework and Basic Theoretical Research. NSC Report (NSC 95-2511-S-010-001). Unpublished.
Hsu, H. Y. (2005). The integration of games into English classrooms: A study of elementary school teachers’ attitudes and practice in Taipei City (Master’s thesis, National Taiwan University of Education, Taipei). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=2HxuNX/record?r1=1&h1=4
Jian, C. Y. (1993). Literature discussion of “game’s” definition, theory, and development. Journal of National Hsin Chu Teachers College, 6, 105-133.
Johnson, K., & Morrow, K. (eds.). (1981). Communication in the classroom. Essex, UK: Longman. 
Jonathan, D., Reed, W. M. M., and Katsuko. K. (2010). The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall. Language, Learning and Technology 14(2), 74-94. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44215/1/14_02_dehaanreedkuwada.pdf
Karseth, B., & Sivesind, K. (2010) Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education, 45, 103-120.
Kotatkova, S. (2009). Pedagogicka poradna. Deti A My, 3. 
Krashen, S.D. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press Inc.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.
Lee, C. W. (2009). The action research of game integrating into English teaching (Master’s thesis, National Tong Hwa University, Hualien). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=2HxuNX/record?r1=1&h1=3
Lee, W. R. (1965). Language teaching games and contexts (2nd ed.). Oxford, UK: Oxford University Press.
Lu, Y. Y. (2005). Grammar teaching for 6th grade EFL students: The use of communicative games (Master’s thesis, National Tsing Hua University, Hsinchu). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=2HxuNX/search?s=id=%22094NTHU5094002%22.&openfull=1&setcurrent=1
McCollum, G. P. (1980). 101 word games: for students of English as a second or foreign language. Oxford, UK: Oxford University Press.
Ministry of Education (2008). The Curriculum Guidelines of Nine-Year Compulsory Education: Language Learning Domain. Taipei: Ministry of Education.
Ministry of Education (2014). The Curriculum Guidelines of 12-Year Basic Education: General Guidelines. Taipei: Ministry of Education. 
Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, England: The Belknap Press of Harvard University Press.
OECD (2021). Discover the OECD: Better Policies for Better Lives [OECD official website]. Retrieved from https://www.oecd.org/about/
Palanova, K. (2010). Use of games in English language teaching (Bachelor thesis, Masaryk University, Brno). Retrieved from is.muni.cz/th/266189/pedf_b/thesis.pdf 
Piaget, J. (1929). The child’s conception of the world. London: Kegan Paul, Trench & Trubner.
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY: W.W. Norton & Co. 
Prensky, M. (2001). Digital Game-Based Learning. New York, McGraw-Hill. 
Rankin, Y. A., Morrison, D., McNeal, M., Gooch, B., & Shute, M. W. (2009). Time will tell: In-game social interactions that facilitate second language acquisition. Proceedings of the 4th International Conference on Foundations of Digital Games, FDG 2009, Orlando, Florida, USA, April 26-30, 2009.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). New York, NY: Cambridge University Press.
Rixon, S. (1983). How to use games in language teaching. ELT Journal, 37, 281-282. 
Rychen, D.S., & Salganik, L.H. (Eds.). (2001). Defining and Selecting Key Competencies. Göttingen, Germany: Hogrefe & Huber.
Savignon, S. J. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia, PA: Center for Curriculum Development.
Savignon, S. J. (1991). Communicative language teaching, state of art. TESOL Quarterly, 25, 261-277. 
Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher 35(8), 19-29.
Suh, S., Kim, S. W., and Kim, N. J. (2010) Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370 – 378.
Sutton-Smith, B. (1979). Play and Learning. New York, NY: Gardner Press. 
Thorne, S. L., Black, R. W., & Sykes, J. (2009). Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Games. Modern Language Journal, 93, 802-821.
Tsai, C.T. (2011). Competence in Curriculum Reform. Journal of Early Childhood Education & Care, 7, 1-13.  
Tsai, C.T. (2014). National Core Competencies: the revolution of DNA of 12-Year Basic Education Curriculum. Taipei, R.O.C.: Higher Education Publisher. 
Tsai, C.T., & Chen, Y. H. (2013). The Change of Courses of National Core Competencies. Curriculum & Instruction Quarterly, 16, 59-78. 
UNESCO (2021). UNESCO in brief - Mission and Mandate [UNESCO official website]. Retrieved from https://en.unesco.org/about-us/introducing-unesco 
United Nations (n.d.).  Competencies for the Future [UNESCO official website]. Retrieved from https://careers.un.org/lbw/attachments/competencies_booklet_en.pdf
Wang, H. C. (2014). The effect of employing games in grammatical practice on junior high school students’ learning outcome and learning motivation (Master’s thesis, National Chung Cheng University, Chiayi). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=kh7PiR/record?r1=1&h1=1 
Weinert, F. E. (1999), Concepts of Competence, DeSeCo Expert Report, Swiss Federal Statistical Office. Neuchâtel.
Weinert, F. E. (2001). Concept of Competence: A Conceptual Clarification. In D. S. Rychen, & L. H. Salganik (Eds.), Defining and Selecting Key Competencies. Seattle, WA: Hogrefe and Huber Publishers. 
Woodward, Richard 2004. The Organisation for Economic Cooperation and Development (OECD). New Political Economy, 9(1), 113-127. Retrieved from https://www.researchgate.net/publication/237297172_The_Organisation_for_Economic_Cooperation_and_Development_OECD
Wu, M. H. (2012). The effects of grammar instruction with games on Taiwanese 6th graders’ learning of English past tense (Master’s thesis, National Taipei University of Education, Taipei). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=2HxuNX/record?r1=10&h1= 5
Yang, H. T. (2007). A case study of using educational games in class to raise English learning motivation in secondary school (Master’s thesis, Tamkang University,  Taipei). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=kh7PiR/record?r1=1&h1=2