| Summary: | 碩士 === 國立東華大學 === 教育研究所 === 97 === Abstract
The purposes of this study are to implement playing game teaching by incorporating on the eighth grade Junior High School Students’ English courses and to explore its effect on students’ learning achievement and learning attitude. The subjects are selected from the eighth grade students to form two groups taught by the researcher. One as the experimental group instructed by playing game teaching approach, and the other as the control group instructed by the traditional lecture method. These two groups have the same teaching materials and scheduled progress. This study is carried out for 14 weeks. the data were collected and analyzed by means of classroom observation, interviewing the students, reflective journal, and document analysis. The results of this study are summarized as follows.
1. The effect of English learning achievement
(1) The experimental group’s posttest scores on seven lessons are higher than the control group’s, and seven tests have significantly positive effect.
(2) The experimental group’s posttest scores on midterm exams are all higher than the control group’s, except the first midterm exam and the second midterm exam is significantly higher than the control group’s.
2. The effect of English learning attitudes
Comparing experimental group’s pretest and posttest learning attitudes scores, the posttest scores are significantly higher than the pretest scores in five posttest levels which are“ curriculum”, “assignment”, “teacher” , “active learning”and “total scores”.
3. Playing game teaching by incorporating is increasing interaction between the teacher and students.
By incorporating games into English instruction, the researcher found out the interaction between the teacher and students, students’ reaction on English learning, and their performance different to normal English class.
In conclusion, compared with the traditional lecture method, playing game teaching by incorporating has significantly positive effect on promoting Junior High School students’ learning achievement, learning motivation and attitudes.
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