臺灣大學生對透過寓教於樂型遊戲學習英文之意見

An Investigation of Taiwanese Non-English Major Freshmen’s Perception of Learning English through Online Edutainment Games

本研究旨在探究臺灣非主修英語系之大一學生，對於透過網路互動之協商型遊戲來學習英文的看法。眾多文獻指出，臺灣非英語系大學生英語學習成效不彰，肇因於英語學習時間的有限和英語學習策略的匱乏。因此，本研究主要調查一個由三十名非英語系主修的大一學生所參與的補救教學課程。在課程中，研究者使用網路互動式之寓教於樂型遊戲並佐以教學計畫。本研究使用質性分析方法，來探討學生對於以寓教於樂型遊戲為英語教學策略的認知。結果顯示，線上寓教於樂型遊戲中的虛擬性和互動性，能夠補足現行英語教學成效不彰之處。線上寓教於樂型遊戲可以以生動之介面，讓學生觀看英語單字可以如何應用於實際生活中。調查結果發現，參與者認為寓教於樂型的遊戲，能為英語學習增添互動性。除此之外，該類遊戲所提供的擬真環境，亦有助於單字的學習。結論指出，遊戲的即時回饋和無風險性對話的兩個特色，能使得英語單詞和句子變得生動有趣，並進而激發學生投注於單詞和句子的學習。

This study aims to investigate how non-English major freshmen in Taiwan perceive their English learning through task-based online interactive negotiation games. A large body of evidence suggests that limited time for English learning and a lack of effective learning strategy have caused inadequate and ineffective English learning of non-English major students in Taiwan. Therefore, this research attempts to draw upon an online edutainment game website to provide 30 non-English major freshmen with remedial instruction. With a qualitative approach, this study was executed during one academic year to investigate students’ perception of instructional uses of edutainment games. Student participants showed that simulation and interactivity of online edutainment games address a need for alternative learning in remediation of vocabulary deficits. The online negotiation games can model complex worlds where players can witness how targeted words are used by game characters and experiment with those words. Participants agree that online edutainment games add interaction to their learning and provide them with authentic contexts to learn new vocabularies. In addition, prompt feedbacks and risk-free conversation options of online negotiation games engage students in learning vivid word and sentence examples.