將遊戲化策略融入課程對學生英語口說焦慮的影響：遊戲化教學是否能成為解決英語學習焦慮的方法？
摘要
Before speaking a foreign language, people will always spend more time and think more than they do about their native language. Such “more” has been defined as foreign language learning anxiety since the work of Horwitz et al. in 1986. Gamification teaching is one of the potential teaching methods that have been found by many educators to benefit learners, in terms of both learning motivation and self-confidence. In this study, the group activities were integrated into the fifth-grade English curriculum of Taiwan’s elementary school to explore the correlation between students’ English-speaking anxiety and English-speaking performance; through an empirically experimental test, it was found that the experimental group’s English speaking effectiveness and English anxiety showed a significant negative correlation, but there was no significant correlation in the control group. The interview records showed that students enjoyed the learning method of integrating English into group activities because not only was it easy and enjoyable, but it also enabled them to learn while playing and interacting with peers. © 2024 IGI Global. All rights reserved.
作者關鍵字
| 項目 | 內容摘要 | 翻譯 |
|---|---|---|
| 研究目的 | To investigate the impact of integrating group games into English courses for fifth-grade students in Taiwan on their English-speaking anxiety and oral performance. | 探討將團體遊戲融入台灣國小五年級英語課程中對學生英語口語焦慮和口語能力的影響。 |
| 研究問題 | 1. Does group gaming affect English-speaking anxiety?2. Does it improve English-speaking performance?3. If yes, what are the reasons? | 1. 團體遊戲是否影響英語口語焦慮？2. 團體遊戲是否改善英語口語表現？3. 若有影響，原因為何？ |
| 研究方法 | - Quasi-experimental design- Two groups: Experimental (26 students) and Control (22 students)- Tools: FLCAS anxiety scale and oral tests | - 準實驗設計- 兩組學生：實驗組（26人）和對照組（22人）- 工具包括FLCAS焦慮量表與口語測驗 |
| 實驗設計 | - Seven types of group games designed for the experimental group, such as "Heart to Heart," "Guess What I Say," and "Imaginative Drawing." - The control group used traditional lecture-style teaching. | - 為實驗組設計7種團體遊戲，如「心連心」、「你說我猜」、「畫畫想像」。- 對照組使用傳統講述式教學。 |
| 主要結果 | 1. Students in the experimental group showed reduced English-speaking anxiety (communication and test anxiety).2. The experimental group's oral performance improved and was negatively correlated with anxiety. | 1. 實驗組學生的英語焦慮（溝通焦慮、測驗焦慮）降低。2. 實驗組的英語口語能力提升，並與焦慮呈負相關。 |
| 學生回饋 | - Students found game-based learning to be fun and interactive, enhancing motivation.- Some students reported challenges adapting to unfamiliar tasks. | - 學生認為遊戲式學習輕鬆有趣，增強互動和動機。- 學生也指出不熟悉的挑戰可能增加焦慮。 |
| 研究限制 | - Limited time reduced the observed impact.- Some students struggled with adapting to the game-based format, which influenced their anxiety and performance. | - 時間限制導致效果不顯著。- 部分學生對遊戲的適應困難影響焦慮與表現。 |
| 未來研究方向 | 1. Extend the research duration to observe long-term effects.2. Provide foundational knowledge before games to reduce unfamiliarity and improve confidence. | 1. 延長研究時間，觀察長期效果。2. 在遊戲前補充基礎知識，以減少挑戰的陌生感。 |
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Cite Article
Pai, J. Y., Liu, Y. H., Liu, E. Z. F., & Wen, J. M. (2024). The Impact of Integrating Gamification Strategies Into Courses on Students' English Speaking Anxiety: Is Gamification Teaching a Solution to English Learning Anxiety?. International Journal of Online Pedagogy and Course Design (IJOPCD), 14(1), 1-20. https://doi.org/10.4018/IJOPCD.356383