| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士在職專班 === 105 === The purpose of this study was to investigate the effects of the fifth graders’ English learning motivation and English word recognition in elementary school by integrating board games into differentiated instruction. A pre-experimental design was adopted with 15 students including seven boys and eight girls of the fifth-graders in Tainan City and a six-week teaching experiment was conducted. The research gathered the qualitative and quantitative data. The English learning motivation questionnaire and English word recognition test were adopted as the instruments of analysis before and after the experiment. The data were analyzed with statistical methods of Dependent-Samples T Tests and non-parametric statistics by using SPSS for Windows. The qualitative data analysis of students’ feedback and instructor’s journals was also adopted to record learning and teaching process and give further suggestions in the future.
The main findings of this study are summarized as the following:
1.Using board games integrated into differentiated instruction can improve elementary school students’ English learning motivation.
2.The most distinctive effect of improving English learning motivation by using board games integrated into differentiated instruction comes to middle achievers.
3.Using board games integrated into differentiated instruction can improve elementary school students’ English word recognition, and reading test is the most distinctive.
4.The most distinctive effect of improving English word recognition by using board games integrated into differentiated instruction comes to middle achievers.
5.The perspectives and suggestions of students on using board games integrated into differentiated instruction to assist English learning included:
(1)Students enjoy participating challenging and exciting board games, and it improves learning motivation and enhances participation.
(2)Flexible grouping is welcomed by low, middle and high achievers.
(3)Self-chosen homework provides low, middle and high achievers to choose different homework based on personal interests and multiple intelligence.
(4)Tiered activities provide different tasks based on students’ learning achievement and students learn from each other through station teaching.
(5)Students expect various types of board games and homework to enrich curriculum.
6.The perspectives and suggestions of the teacher on board games integrated into differentiated instruction included:
(1)Arrange curriculum flexibly and design checklist to examine students’ learning.
(2)Utilize flexible grouping and tiered activities to maintain learning motivation.
(3)Provide multiple homework for students to choose, and invite parents to check progress together.
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