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研究生: 許蕙欣
Hsu, Hui-Hsin
論文名稱: 緩解EFL學生外語口說焦慮之桌遊設計創作研究
A Study on Designing Board Game to Mitigate Oral Speaking Anxiety of EFL Students
指導教授: 梁桂嘉
Liang, Kuei-Chia
口試委員: 王千睿
Wang, Chien-Jui
梁又文
Liang, Yo-Wen
梁桂嘉
Liang, Kuei-Chia
口試日期: 2023/07/04
學位類別: 碩士
Master
系所名稱: 設計學系設計創作碩士在職專班
Department of Design_Continuing Education Master's Program of Creative Practice in Design
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 118
中文關鍵詞: 外語口說焦慮英語學習英語口說桌遊設計教材開發
英文關鍵詞: foreign language speaking anxiety, board game, English speaking, teaching aids, teaching aids
研究方法: 準實驗設計法深度訪談法半結構式訪談法焦點團體法案例分析
DOI URL: http://doi.org/10.6345/NTNU202300809
論文種類: 學術論文
相關次數: 點閱:158下載:0
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  • 外語口說焦慮可被視為是影響外語口說學習的重要因素之一。目前已有許多研究廣泛地討論外語口說焦慮,卻顯少有適當的教材及配套能有效緩解「外語口說焦慮」。有鑑於此,本研究目的為開發設計降低外語口說焦慮之桌遊,利用遊戲機制克服學生在英語口說時所產生的口說焦慮。研究分為兩個階段,第一個階段為桌遊開發之背景資料收集;首先,搜集國內外相關文獻,探討學生外語口說焦慮之成因、影響、及改善方式,並將文獻蒐集的研究結果進行彙整後,利用問卷調查探究研究對象的英語口語學習困難,以利開發桌遊;接著,以案例分析法探討目前應用於英語口說教學桌遊的優缺點以作為後續桌遊開發的參考。第二個階段為桌遊開發設計。首先,將先前問卷調查及案例分析的結果應用於桌遊之草案開發,並透過焦點團體訪談法採納教師團體之意見,以搜集教師對該遊戲機制的體驗感受及意見。接著,利用焦點團體得出的結果進而修正遊戲草案,並將修正後的桌遊成品利用深入訪談的方式搜集使用者意見回饋;最後,以外語口說焦慮量表實施桌遊教學前後測的焦慮值統計。
    研究結果顯示使用者遍認同該桌遊的遊戲機制能提升使用口說的意願並且降低其擔心犯錯的恐懼感,而桌遊所提供的語言鷹架也能提升低成就使用者的開口意願,但在外語口說焦慮量表的統計值前後測並未達顯著水準,代表在統計上無法以量化數字證明該桌遊能降低外語口說焦慮。此外,學生可能僅於遊戲過程中提升開口動機及降低口說焦慮感,但此成效是否能延伸至真實情境的行為中仍有待討論。此研究結果提供了後續輔助教學桌遊開發的一些借鏡。

    Foreign language speaking anxiety(FLSA) has been considered one of the most affective factors on learners’ oral language acquisition. While there is quantitative research discussing and investigating the solutions for FLSA, few teaching aids or teaching materials can be found to effectively mitigate anxiety. As a result, this study aims to develop a board game that can compensate FLSA with the game mechanics. The research is divided into two phases. In the first phase, relevant literature is gathered to explore the causes, effects, and possible ways to alleviate FLSA among students. Based on research findings, a survey is conducted to investigate the difficulties that students face in learning English speaking. Next, a case study is conducted to analyze the pros and cons of the existing board games used for teaching speaking, which serves as the foundation for subsequent game development. In the second phase of the study, a board game draft is developed and designed based on the previous research results. Then, feedback from a teacher focus group interview is obtained to revise the game. The user feedback of the revised game was obtained through in-depth interviews. The study also measured anxiety levels before and after board game using the FLSA Scale.
    The in-depth interview results showed that the game mechanics improved users' willingness to speak and reduced their fear of making mistakes. The language scaffolding provided by the game also increased low-achievers’ willingness to participate, despite that the statistical values of the pre- and post-tests of the FLSA Scale did not reach a significant level, suggesting that the board game cannot be proven to reduce FLSA. The findings offer insights for future development of educational tabletop games.

    第壹章 緒論 1 第一節  研究背景與動機 1 第二節  研究目的 2 第三節  研究範圍 2 第四節  研究方法與架構 4 第五節  名詞解釋 6 第貳章 文獻探討 7 第一節  第二外語口說焦慮與學習 7 第二節  桌遊與學習 15 第三節  第二外語口說桌遊設計 21 第四節  文獻綜整與結論 25 第參章 研究方法與步驟 26 第一節  研究方法說明 26 第二節  輔助口說學習之桌遊案例分析 29 第三節  學生口說學習狀況之問卷調查 35 第四節  降低第二外語口說焦慮之遊戲機制探討 46 第五節  以焦點團體法彙整專家意見 51 第六節  桌遊遊戲教室觀察 58 第肆章 研究結果 61 第一節  桌遊遊戲介紹 61 第二節  降低外語口說焦慮之機制設計說明 75 第三節  創作成品展出 77 第四節  使用者外語口說焦慮前後測 80 第五節  使用者深度訪談 87 第伍章 結論與建議 97 第一節  總結 97 第二節  後續研究方向及建議 99 參考文獻 100 附錄一 106 附錄二 108 附錄三 109 附錄四 111 附錄五 114

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