本研究旨在探討桌遊應用於台灣國中生英語單字學習之成效，及對學生學習焦慮感之影響，以及學生對桌遊教學的看法。研究參與對象為南台灣某公立國中八年級同班級的28名學生，進行為期8週的桌遊課程，比較課程前後學生之字彙學習表現及英語學習焦慮感程度之差異。研究工具包含自編桌遊、自編英語單字測驗、外語學習焦慮量表及開放式問卷，資料處理方式包含量化及質性分析。研究結果發現學生的單字學習成效有顯著進步，立即後測及延宕後測的分數相較於前測都較高；學習焦慮感方面雖無顯著差異，但後測分數相對桌遊實施前稍微降低。此外，問卷調查結果發現，大部分的學生對桌遊課程有正向回應。最後，根據研究結果，本研究也提出桌遊教學及研究相關建議，作為英語教師對單字教學及研究之參考。

This study investigated the effect of board games on a group of Taiwanese junior high school students’ English vocabulary learning outcomes and their English learning anxiety. Students’ perceptions of learning English vocabulary through board games were also examined. Twenty-eight 8th graders, who were in the same intact class from a school in Southern Taiwan, participated in the eight-week board-game instruction. The differences of students’ vocabulary performance and English language learning anxiety before and after the instruction were examined. Data were collected through the self-designed board games, the self-designed vocabulary test, Foreign Language Classroom Anxiety Scale, and the perception survey with open-ended questions. Both quantitative and qualitative analyses were utilized to analyze the data. The results showed that students gained significant improvement in the vocabulary test scores between the pre-test and the immediate post-test as well as the delayed post-test after the board-game instruction. Moreover, although the students’ scores of Foreign Language Learning Anxiety Scale showed no significant difference before and after the board-game instruction, their anxiety level was found to be slightly lower in the post-test. Furthermore, the findings from the survey indicated that the majority of the participants responded positively on vocabulary learning with board games. Based on the findings, suggestions regarding implementing board games in teaching English vocabulary and doing research are also provided in the study.

Table of Contents
Acknowledgement iii
Table of Contents v
Chinese Abstract viii
English Abstract ix
CHAPTER ONE: INTRODUCTION 1
Motivation and Background 1
Purpose of the Study 2
Significance of the Study 3
CHAPTER TWO: LITERATURE REVIEW 5
Board Game Method 5
Definition of Board games 5
Classification of Board games 6
Characteristics of Board Games 7
Foreign Language Teaching and Board games8
Vocabulary Teaching 9
Definition of Vocabulary learning 9
Methods of Vocabulary Teaching 9
Vocabulary Teaching and Board Games 11
Learning Anxiety 13
Definition of Anxiety 13
Definition of Learning Anxiety 13
Learning Anxiety and Board games 14
CHAPTER THREE: METHODOLOGY 17
Participants 18
Instruments 18
The Instructional Materials 18
Vocabulary Test 22
Foreign Language Classroom Anxiety Scale23
The Vocabulary Learning Questionnaire 23
Procedure 25
Data Analysis 26
CHAPTER FOUR: RESULTS 29
Improvement of Vocabulary Learning 29
Students’ Foreign Language Learning Anxiety 31
Students’ Perceptions toward Board Games 34
CHAPTER FIVE: DISCUSSION AND CONCLUSION 43
Discussion and Major Findings 43
Pedagogical Implications 48
Limitations and Suggestions for Future Research 50
REFERENCES 52
APPENDIX A 59
APPENDIX B 60
APPENDIX C 61
APPENDIX D 63
APPENDIX E 65
APPENDIX F 66
APPENDIX G 71
APPENDIX H 73
APPENDIX I 76
APPENDIX J 77
 

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