The Integration of Games into English Teaching ：A Study of Elementary School English Teachers’ Attitudes and Practices in Kaohsiung City, Kaohsiung and Ping Tung Counties

• Main Authors: Mei-cheng Kuo, 郭美臻
• Other Authors: Ching-hwa Tsai
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/5854z3

碩士 === 國立中山大學 === 教育研究所 === 95 === The randomly sampled subjects in this study are elementary school English teachers from Kaohsiung city, Kaohsiung and Ping-Tung counties. The study was designated into a questionnaire survey with the aim to investigate elementary school English teachers’ attitudes and consideration factors toward the integrative use of games and their English-teaching practices. 302 subjects were randomly selected, data were analyzed through several statistical measures, such as item analysis, factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, stepwise multiple regression. It is hoped to promote more active, motivating and inspiring teaching in English instruction. According to the analyses of the questionnaire, several major findings are as follows： 1. Most elementary school English teachers agreed that integrative use of games in the English-teaching did not necessarily promote their students’ learning achievement. 2. Elementary school English teachers used games in English class at least once per week. 3. The least used teaching aid for Elementary school English teachers was building blocks. 4. Elementary school English teachers used to attend the workshops that were sponsored by the schools and publishers were more likely using games in their English-teaching; while those who attended workshops sponsored by University’s English departments less likely used games in their teaching. 5. English teacher, English teaching experience in the elementary school is over 16 years, teaching over 21 English instructional sessions per week, Elementary school English teachers joined the institutions that held the workshops on games by “elementary schools”, spent much time using games in their English teaching. 6. English teachers’ attitudes and consideration factors toward the integrative use of games showed little correlation with their actual practices in English-teaching. Finally, based upon the above findings, the researcher provided several suggestions for teachers, elementary schools and future researchers who might be interested in this topic.