An Action Research on the Use of Metacognitive Learning Strategies Integrated into Game-based Teaching to Enhance the Effectiveness of English Remedial Program

• Main Authors: I-Yun Yang, 楊逸雲
• Other Authors: 黃雅萍
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/69324103331694914777

碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 101 === The research aims to explore the use of metacognitive learning strategies integrated into game-based teaching to enhance the effectiveness of English remedial program which helps the low achievers in junior high to improve their academic performance. There are four educational games modeled on traditional poker games. The students use spelling cards in these games which is integrated with metacognitive learning strategies in the meanwhile. The students in this research are seventh graders of a remote school in Taoyuan County. They join an English remedial program with twenty-four classes. The scope of the research is vocabulary learning . The curriculum is designed for phonics and is to promote the basis abilities of low achievers in learning English vocabularies. The purpose of this action research is to improve the effectiveness of teaching and also to overcome teaching difficulties in daily classroom. Metacognitive learning strategies integrated into game-based teaching is expected to raise the effectiveness of remedial program. The quantitative data are from the comparison between pre-test and post-test in "Junior High School Students English Learning Questionnaire" and "English Vocabulary Test". The qualitative data contain teaching logs, learning logs, observation and interview records. The main results of this research are summarized as follows: First, metacognitive learning strategies integrated into game-based teaching has no influence on English learning motivation of low achievers, but it does help to improve the overall and individual learning situation. Second, metacognitive learning strategies integrated into game-based teaching can help to reduce language anxiety of low achievers. Third, metacognitive learning strategies integrated into game-based teaching can help low achievers improve their ability to use metacognitive learning strategies. Fourth, metacognitive learning strategies integrated into game-based teaching can help low achievers improve their academic performance, especially the pronounciation of letters and words. Fifth, through the process of the action research, it has good influence on the teacher and low achievers. In this research, the English remedial program provides examples that can do help other teachers understand the instructional designs of metacognitive learning strategies integrated into game-based teaching, so they can develop their own teaching activities. It can also be a reference for future researches.