The Effects of Game-Integrated Instruction on Elementary-Level Low-Achievers’ Vocabulary Learning

• Main Authors: Chung-Yi Lin, 林忠儀
• Other Authors: Wen-Chun Chen
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/05125588462000705107

碩士 === 國立中正大學 === 英語教學研究所 === 102 === This study was to investigate the effectiveness of Game-Integrated Instruction on elementary-level low-achievement students’ vocabulary learning. Ten third grades and 10 fifth grade students from Chushan Township of Nantou County whose midterm scores were all under the class average (and hence considered as low-achievers) participated in this study. All of them received customized game-integrated instruction to partially replace regular instruction within the curriculum for 10 weeks. Data collection included vocabulary tests, questionnaires before and after the instruction, and interviews. Both groups took the pre- and post-tests, as well as pre- and post-questionnaires, and were interviewed one-on-one afterwards. The results indicate a significant improvement after the treatment, specifically their vocabulary development, with the fifth graders showing the greatest improvement. Interview and questionnaire results showed that the participants had gained confidence and learning motivation regarding their English ability, which strongly suggested the effectiveness and benefits of game-integrated instruction. Additionally, students’ perceptions were positive, as shown in the questionnaires and interview, specifically their learning attitudes, satisfaction with the teaching style, and expectations via the instruction. Overall, the findings indicated a possibility that game-integrated instruction to improve the vocabulary learning, to enhance students’ learning motivation, and to improve learning confidence growth, especially beginners and low-achievers. Key words: Game-Integrated Instruction, vocabulary learning