The Incorporation of Tabletop Games on 4th Grader’s English Listening Comprehension and Learning Motivation

• Main Authors: CHEN, CHUN-TING, 陳俊婷
• Other Authors: LU, WEN-HUI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/qdef7d

碩士 === 靜宜大學 === 教育研究所 === 106 === This study aimed to investigate the effects of incorporating into tabletop games on 4th grader’s English listening comprehension and learning motivation. The study adopted the unequal pre-test and post-test quasi-experimental method. The participants were 47 fourth-graders in total from two different classes which were randomly chosen from five classes of 4th grade at a public elementary school in Taichung city. One of the class was the experimental group with 23 students and the other class was with 24 students as the control group. In the English instruction, the experimental group was incorporated into tabletop games, while the control group was instructed by means of audio-lingual teaching method. The instruction lasted six weeks held twice a week and once for 20 minutes. Both of the groups took the pre-test of“English Learning Motivation Scale”a week ago before the experiment. After finishing the experiment, they did the post-test of“English Learning Motivation Scale”and the“Self-made English Listening Test”as well. In order to find out whether the English listening comprehension and learning motivation of the experimental group get progress or not, the study researcher controlled both the scores of English listening test of last semester of 4th grade and the pre-test of the English learning motivation scale as covariances. The results of this study were as follows: 1. After controlled the scores of English listening test of the two groups from last semester of 4th grade, the result of the English listening ability of the experimental group showed no higher than the control group. Therefore, there was no significant difference shown in English listening comprehension in tabletop games. 2.After controlled the pre-test scores of English learning motivation of the two groups, the result of the English learning motivation of the experimental group showed no higher than the control group. Therefore, there was no significant difference shown in English learning motivation in tabletop games. Based on the study findings, some suggestions for English teachers and further studies were provided.