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beginningandattheendofthecourse.ThelargestcomplaintabouttheTTRPGwasthedifficultystudentsfoundinplayingthegame.Thisdifficultywasexpected,astheexperiencewascompletelynewfornearlyeveryparticipant.Thelower3.9scoreonthequestiononcomfortspeakingasacharacterwastheresultofa2bytwodifferentstudents.Onestudentfoundthegametobeveryenjoyable(scoreof4)andreportedthattheyfelttheirEnglishskillsimproved(scoreof5),butwasabitintimidatedbytherules.Theotherstudentdidnotenjoythecoursebecausehefeltthefantasticelementswere“notrealistic”andhewantedaclassmorefocusedondebateandnegotiationinstead.Hewashopingformoreargumentsanddebatesandexpressedconcernoverthelackofmoreserioussubjectmatter.Still,moststudentsinthecourseexpressedadesiretotakeanotherclassthatutilizesaTTRPG(86%ofstudents).ThemajorityofstudentsalsofoundtheTTRPGtobebothbeneficialandmotivating.Severalstudentsreportedthattheyenjoyspeakingwiththeotherplayersandsharinginformation.Moststudentshighlyenjoyedtryingtosolvethemysteryinthestorytheyplayedinthegame.Somestudentsalsoreportedthattheyfeltthatalthoughgrammarwasnotastrongfocusoftheclass,ithadimproved.OnestudentreportedthatyestheirEnglish“speakingandgrammar(tense,article)”improvedandthattheywere“carefulnottomissthesegrammar[rules].”Anotherstudentsaid“Iwasweakintensepart,nowIthinkIhaveimprovedinthatpart.”Ingeneral,thedatacollectedsupportsotherresearchthatsuggestsTTRPGsarebeneficialforbothmotivatingstudentsandimprovingtheirlanguageskills.Studentstendedtoenjoythecriticalthinkingaspectsofthegame(problemsolvingactivities)themostandseemedtofindassignmentsinthecoursetobebothinterestinganduseful.NotesfromteacherobservationsalsosuggestthatstudentswereverymotivatedtocommunicatewitheachotherandtheinstructorsNPCs,especiallywhentheyweretryingtosolveaproblemorgaininformationtheyfeltwasimportantforreachingtheircharacters'in-gamegoals.Finally,althoughthismethodcanbeveryeffective,itisimportanttokeepinmindthat,justlikeanyothermethod,isnotrecommendedforeveryinstructor.UtilizingTTRPGsintheclassroomrequiresinstructorstobebothflexibleandcreative.Whenfirstattemptingtousethem,itcanbetime-consuming.However,TTRPGscanbeveryrewardingforstudentsbyhelpingtomotivatethemtopracticetheirEnglishandgivingthemuniqueopportunitiestouseauthenticEnglishinrealconversationsthatcanotherwisebeverydifficulttosimulateintheEFLcontext.ReferencesArmstrong,MichaelJ.(2016).Role-playingGameBasedLearning,EFLCurriculum(PaperNo.68)[Master'sthesis,St.CloudUniversity].CulminatingProjectsinEnglish.http://repository.stcloudstate.edu/engl_etds/68Bowman,S.L.(2007).Thepsychologicalpoweroftherole-playingexperience.JournalofInteractiveDrama,2(1),1-15.Brown,D.H.(2007).Principlesoflanguagelearningandteaching(5thed.).WhitePlains,NY:Pearson&Longman.Desilets,B.J.(2010).Thestudentwritermakesmagic:FantasyadventuregamingintheEnglishclassroom.JournalofTeachingWriting,2(1),93-100.Nunan,D.(2004).Task-basedlanguageteaching.Cambridge:CambridgeUniversityPress.Phillips,B.D.(1994).Role-playinggamesintheEnglishasaforeignlanguageclassroom.InTheProceedings(pp.625-648).PresentedattheTenthNationalConferenceonEnglishTeachingandLearningintheRepublicofChina,Taipei:CranePublishing,Ltd.Quijano,J.(2007,December).CollaborativeNon-LinearNarrative:TabletopRolePlayingGamesintheESLClassroom.GameJournal,2(1).Zalka,C.V.(2012).Adventuresintheclassroomcreatingrole-playinggamesbasedontraditionalstoriesforthehighschoolcurriculum(PaperNo.149)[Master'sthesis,EastTennesseeStateUniversity].https://dc.etsu.edu/etd/1469JournalofChubuUniversityEducationNo.20(2020)―50―

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