| Summary: | 碩士 === 國立交通大學 === 英語教學研究所 === 107 === Research related to game-based language learning in second language classroom has been widely examined in the past decades, including the effects of using games on students’ language proficiency level from a holistic perspective (Griva & Semoglou, 2012; Wang, Shang, & Briody, 2011), the effects of using language games on vocabulary learning (Taheri, 2014; Vahdat & Behbahani, 2013), grammar learning (Luong, 2009; Tuan & Doan, 2010), and speaking (Griva, Semoglou & Geladari, 2010). However, limited research has been conducted to investigate game-based language learning from teachers’ cognition perspectives.
A case study approach was adopted to explore two elementary school English teachers’ cognition and practice in game-based language learning based on Borg’s (2006) framework, and factors influencing their cognition and practice in language classroom. Qualitative data were gathered from classroom observations, interviews with the teacher (formal, and after-class informal), and teaching documents (such as handouts, worksheets, and power point slides). The collected data were analyzed by Borg’s theoretical framework in order to identify the relations among teachers’ cognition, practice, and the contextual factors.
The findings illustrated that the two English teachers’ pedagogical decision making of game-based language learning was a complicated process. The two teachers’ cognition were shaped by their personal learning experiences at private English institute and accumulated elementary teaching experiences. Their teaching practice related to game-based language learning was influenced by their teaching experiences accumulated throughout their teaching career, professional coursework they took, and the context of their teaching (such as the students’ learning styles and characteristics, and school context). For both teachers, learning experiences at school and teacher education received in college were found to have slight impact on their cognition and practice. Finally, their different teaching experiences and different school context affected their cognition and teaching.
In conclusion, this study revealed the interactive relations among teachers’ cognition, teaching practice, and factors affecting teachers’ cognition and practice. Based on the findings of the study, three pedagogical and research implications are proposed. First, it is essential for in-service teachers to attend professional activities (such as teachers’ meetings, seminars and workshops) to expand their knowledge and skills, and to foster continued professional growth. Second, games cannot be regarded as panaceas; teachers should consider various factors such as the level of the game, students’ proficiency level, and timing to make sure the successful integrations of games in class. Third, three components including schooling, professional coursework and contextual factors in Borg’s framework were insufficient. The researcher needed to based on the different context in the study to further define and add some subcategories to illustrate the complex relationship among cognition, factors and practice.
The limitations of the present study consist of limited number of classroom observation, limited data collection time, and only investigation of a limited number of the related participants. It is suggested that future research should improve the above limitations in order to elicit more in-depth information to understand a more holistic picture of teachers’ cognition-practice relations.
|
|---|
