緩解EFL學生外語口說焦慮之桌遊設計創作研究

Abstract

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.