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系統識別號 U0002-0403202114424200
中文論文名稱 雙北國中英語教師對遊戲式教學之實施情況與看法
英文論文名稱 Taipei Metropolitan Area Junior High School English Teachers' Perspectives and Practices of In-Class Games
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 109
學期 1
出版年 110
研究生中文姓名 李思穎
研究生英文姓名 Szu-Ying Lee
學號 603110254
學位類別 碩士
語文別 英文
口試日期 2021-01-08
論文頁數 116頁
口試委員 指導教授-雷凱
委員-羅艾琳
委員-邱富彥
中文關鍵字 課堂遊戲  國中英語教師  實施現況與看法  遊戲設計  遊戲特質 
英文關鍵字 in-class games  junior high school English teachers  perspectives practices  game design  game characteristics 
學科別分類 學科別人文學語言文學
中文摘要 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
英文摘要 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.
論文目次 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
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