An Action Research Study of Using Board Games on English Remedial Teaching on Fifth Graders

• Main Authors: LIU, TAI-NI, 劉黛霓
• Other Authors: TSAI, SHIN-PING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/67829490513177289755

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 105 === The purpose of this study was to explore the influences of learning English by using board games on English remedial teaching. Action research was employed in this study. The participants were six fifth graders in an elementary school in New Taipei City. The board games were used once a week for eight weeks. Qualitative and quantitative data were both adopted. The qualitative data included observations and reflections in the teaching log, teaching recording, teaching observations, students’ worksheets and the feedback from the students. The quantitative data included English vocabulary pre-tests, post-tests and English Learning Motivation Questionnaire. The teacher as researcher kept on collecting data, observing students’ learning, reflecting teaching and, modifying the rules of the board games to make good use of board games that helped students enjoy learning English. The results of this study are as follows: 1.It is import to establish a proper learning environment according to students’ personal traits for board games to help their English learning, including: (1)Arranging students’ seats, providing less competitive board games first, and giving them more specific feedback based on their personal traits. (2)Changing students’ seats and modifying the rules of the board games based on their learning performance. 2.Using board games on English remedial teaching enhances students’ English learning, including: (1)Positive impact on students’ English learning motivation, especially on the “intrinsic goal orientation” and “learning locus of control.” (2)Positive impact on students’ learning vocabulary recognition and pronunciation. 3.Researcher’s growth and teaching reflection include that: (1)Teachers need to understand board games before making good use of them. (2)Teachers should not only focus on remedial students’ English learning, but also truly care about them. (3)Teachers need to play multiple roles to support students’ learning when using board games. Finally, some suggestions based on the results of the study were provided for the teachers who are interested in using board games on English remedial teaching and for further studies.