An Action Research to Apply Game-Based Teaching to Enhancing Self-Efficacy of Students of English Remedial Instruction

• Main Authors: Yi-Rong Jhong, 鍾易蓉
• Other Authors: Po Lee
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/72000801874323877936

碩士 === 中原大學 === 教育研究所 === 105 === The aim of this study is to design a series of Gamed-Based teaching programs that are suitable for English Remedial instruction, to explore the effect of student’s self-efficacy, to understand the difficulties that teachers may have in the course of Gamed-Based teaching, to come up with the professional development of teachers. This is an action research. The participants consisted of six 8th graders, and the experiment had been implemented for five weeks. The collection of the data included journal evaluations, observation journal of the teacher, students’ worksheets and feedback, interviews within students and questionnaires. The researcher used data sorting, induction, analysis. According to literature review, research findings and discussions, the researcher generalized the following conclusions: 1.The teacher can design a series of Gamed-Based teaching programs that are suitable for students. 2.Gamed-Based teaching has positive effect on the students’ self-efficacy of English remedial instruction. 3.The difficulties are students’ individual differences, the feedback of the game, game diversification, and students'' learning styles and habits. 4.The teachers could improve their professional growth by using Gamed-Based teaching on remedial instruction. Based on the conclusions, some suggestions were offered to the remedial instruction development and the further researchers in terms of applying Gamed-Based teaching to English remedial instruction. Keywords: Game-Based Teaching, Remedial Instruction, Self-Efficacy