The Research of Applying Games to Improve English Self-efficacy of the 7th Graders with Athletic Majors
| Autor: | Wang, Ching-Chieh, 王靖傑 |
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| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 This is a case study. It aims to explore the effect of applying games on English self-efficacy of the students with athletic majors. Subjects were twenty-six grade seven students with athletic majors in Taipei. We chose as the main teaching material Lesson 1 to Lesson 3 in Book Two of Nan-i textbook for junior high school students. We designed the games related with vocabulary, sentence patterns and dialogues taught in those three lessons. Data collection included both the scale for English self-efficacy and interview. After analyzing the data, we drew three conclusions. The first is that games affect English self-efficacy of junior high school students with athletic majors. Games make it possible for students to learn persistently and willingly. Games make it likely for students to accept appraisal from teachers and to lower the pressure in students’ physiological and affective states, which enhances English self-efficacy of students. The second is that English self-efficacy may have something to do with verbal persuasion from teachers and the career decision by students themselves alike. The efficacy of verbal persuasion also depends on to what degree students believe in providers of verbal persuasion. The third is that games affect not only English self-efficacy but also students’ willingness to obey class rules. Based on the above-mentioned conclusions, suggestions were as follows. The first is that teachers can try out games in order to affect English self-efficacy of the students with athletic majors. Unlike lectures, games offers practice which builds students’ faith in their own English competency. The second is that developing good teacher-student relationship should come before delivering content knowledge. The more students trust in teachers, the more teachers’ appraisal affects students’ English self-efficacy. The third is that teachers can apply games to involve students in learning. Games allow for the relaxing and joyful learning atmosphere which engage students more. They don’t want to miss any part in class where they obey rules more willingly to facilitate the pacing of the classroom. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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