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Effects of Game-Based Learning on Elementary School Remedial Students’ English Reading/Writing Achievement and Anxiety
|Authors: ||Hsu, Mei-Fang|
|Contributors: ||NTOU:Institute of Applied English|
language anxiety;language learning;game-based learning;young learners
|Issue Date: ||2017-05-09T07:46:28Z
This study investigated the effects of board games on remedial students’ anxiety and achievement in English reading and writing, the relationship between students’ anxiety and achievement, and the differences in anxiety between remedial and regular students. This study also explored remedial students’ perceptions of game-based learning. Twenty-four sixth-grade students learning English as a foreign language in northern Taiwan participated in this study and received a three-week remedial instruction via board games. A reading and writing anxiety questionnaire, achievement tests, and focus group interviews were used to collect data. Results from quantitative analyses indicated: (a) game-based learning did not reduce young remedial learners’ anxiety or improve their achievement in English reading and writing, (b) no significant relationship existed between young remedial students’ anxiety and achievement, and (c) remedial students experienced higher levels of anxiety than regular students. Results from content analyses revealed that young remedial learners had positive perceptions towards game-based learning and believed that game-based learning was effective in easing anxiety and improving achievement. Results of this study also revealed the possibility that young beginning learners’ language anxiety tended to be a state rather than a trait. These results highlight the importance of creating a low-anxiety learning environment when engaging young remedial learners in classroom activities and of investigating and interpreting their language anxiety with caution.
|Appears in Collections:||[應用英語研究所] 博碩士論文|
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