探討臺灣大學教師以寓教於樂型遊戲融入語言教學之觀點   免費試閱

Investigating Taiwanese University EFL Teachers’ Perspectives of Integrating Edutainment Games into English Instruction

本研究旨在探討臺灣大專院校之傳授以英語為外語的教師，對於融合寓教於樂型的線上遊戲網站於語言教學的觀感。大多數探究遊戲的相關文獻，聚焦於課堂上運用教育類遊戲的成效。然而，討論教師如何將寓教於樂型遊戲融入教材及教學的研究，相對匱乏。因此，本研究選擇一針對提升學生協商能力的寓教於樂遊戲網站，根據其遊戲內容，設計相關教學計畫，並招募4名英語教師為實驗對象，進行為期一學年的教學。本研究以質性研究方 法為主，利用課堂觀察及焦點團體訪談分析，來瞭解教師對於應用線上寓教於樂型網站於教學中的觀感。結果指出，線上寓教於樂遊戲的虛擬協商環境、互動的介面，以及遊戲內容，提供學生大量的情境線索來推測生詞的字義。寓教於樂型遊戲的部分特質，包括諸如互動性介面和即時線索，有益於引導學生經歷遊戲，並建立他們對遊戲內容的熟悉，促進學生進行預習及複習的可能。然而，有限的教學時間，使遊戲無法被有效地運用於語言教學上，因此，遊戲應運用於學生課外時間的自主學習，增加對目標語的接觸。

The potential of promoting learning through gamining has been discussed in the field of “computer assisted language learning” (CALL). However, studies on how teachers integrate edutainment games into their curricular and instructional consideration were scarce. Hence, this study purports to understand how college english as a foreign language (EFL) teachers in Taiwan perceive the integration of online edutainment games into language teaching. To achieve this goal, an online edutainment website for training negotiation skills was introduced to four EFL teachers. These participants were asked to use the games in their classrooms for one academic year. To understand teachers’ perspective of employing online edutainment games as a mean to facilitate language teaching, qualitative inquiries including classroom observations and focus group interviews were conducted. Findings revealed that simulative negotiation, interactive interface, and content of online edutainment games could provide students with rich contextual clues to speculate about unfamiliar words. Also, game attributes such as interactive interfaces and prompt hints could help cultivate players’ knowledge of games through their gaming experiences. These characteristics can be used to revitalize students’ autonomous learning and encourage them to preview and review. However, limited instructional time could prevent games from being optimized for language teaching. Edutainment games should be used in students’ extracurricular time to increase their exposure to the targeted language.