| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 106 === The purpose of this study was to explore the effects of vocabulary instruction combining with board game activities on vocabulary acquisition for elementary school students with learning disabilities. In addition, the study was to investigate the evaluation of the vocabulary instruction combining with board game activities from teachers and students. The method adopted time-series design in small dataset. The subjects were three fifth-grade elementary school students with learning disabilities in resources classes of in New Taipei City. Experimental teaching intervention lasted for 8 weeks, twice a week, each session was 30 minutes, and one hour a week in total.To examine the effects of vocabulary acquisition, inclusive of vocabulary pronunciation, vocabulary explanation and vocabulary reproduction, self-made vocabulary pre-tests, teaching tests, and post-tests questionnaires were applied to the study. Analysis was based on descriptive statistics and dependent samples t-test.The conclusions were as follows:
(a) There was immediate effect of vocabulary acquisition for students after the implementation of vocabulary instruction combining with board game activities.(b) There was the effect of reservation of vocabulary acquisition for students after the implementation of vocabulary instruction combining with board game activities.(c) Students and teachers reported positive evaluation of the activities after the implementation of vocabulary instruction combining with board game activities.In the end, the researcher discussed the results and proposed suggestions for the vocabulary instruction combining with board game activities in the future and related studies.
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