| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 106 === The purpose of the study was to understand if there was any effects on the seventh graders’ English learning motivation and learning achievement by merging board games into English teaching. Besides, by doing this research to know more about junior high school students’ opinions towards this teaching approach.
A quasi-experimental design was used in the study for eighteen weeks in order to evaluate the effect of merging board games into English teaching on the seventh graders’ English learning motivation and learning achievement. There were fifty-two, two classes of seventh-graders at one junior high school in Kaohsiung, participated in the experimental program. They were assigned to the experimental group and the control group. The twenty-six students in the experimental group received the English instruction through board games for six weeks, while the other twenty-six students took the traditional English teaching instruction. Moreover, both quantitative and qualitative methods were implemented in this study. Both groups finished questionnaires about English learning motivation and the scores of their first English sectional examination were collected as pre-tests before the experimental group participated in the experimental program. After six weeks of the experimental program, both groups did the questionnaires about English learning motivation again, and the scores of their second English sectional examination were collected as post-tests. The two groups did the same questionnaire and offered the scores of their third English sectional examination as tracking tests in the eighteenth week. These data were gathered and analyzed by using one-way ANOVA, descriptive statistics and paired-sample t test.Besides, the experimental group gave feedback by filling the feedback sheet, and some of them had individual interviews about the program. The results of the study were listed as follows:
1.There was no significant difference on immediate and long term effects between the experimental group and the control group in their English learning motivation.
2.There was a partly difference on immediate effect between the experimental group and the control group in their English learning achievement, but there was no difference on long term effect.
3. There were no immediate and long term effects for the experimental group on English learning motivation after taking English instruction via board games.
4.There were significant immediate and long term effects for the experimental group on English learning achievement after taking English instruction via board games.
5. The students of the experimental group had positive and supportive attitude towards merging board games into English teaching.
Finally, according to the results of the study, some suggestions were given to those teachers who are interested in integrating board games into English teaching and to the educators who might conduct studies which is related to English instruction via board games.
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