|
The aim of this study is to explore the practical process of integrating homemade board games into focused literacy instruction for second-grade students in elementary school. The study analyzes the learning outcomes of students' literacy through the implementation of literacy board game lessons and investigates the researcher's reflection and professional growth throughout the action research process. Using an action research approach, the study involves 25 students from a regular second-grade class. The students go through three cycles of literacy board game lessons. The researcher analyzes the results of a self-developed literacy assessment, collects qualitative data such as classroom observation records, students' word storage books, student interview records, and teacher reflection notes. The findings of the study are summarized as follows: A. Students create their own literacy board games, and together with the teacher, they discuss and revise the game rules. The games involve combining radical and component cards to form characters and create words, facilitating focused literacy learning in a progressive manner throughout the three cycles of the lessons. B. In addition to character formation in the literacy instruction board game, the game also incorporates word creation and the use of dictionaries to enhance literacy learning. Students record the characters and words they form during the game in their word storage books to improve their literacy skills. C. After integrating board games into literacy instruction, the Test is divided into pre-integrating phase and post integrating phase. Significant improvement is observed in contrast of pre- and post-test scores through out the whole class especially in the intermediate and high-scoring groups. The intermediate group shows the most significant improvement. Analysis of student performance reveals increased accuracy in character formation and word creation, as well as the ability to form commonly used and rare characters that were not explicitly taught. D. Student feedback indicates a positive attitude towards the literacy board game activities. Students believe that besides learning new words and improving reading skills, the games also enhance their teamwork and expand their literacy learning to include vocabulary and writing. E. The researcher gains professional growth in the areas of Chinese literacy instruction by integrating game design and curriculum design through the implementation of board games in literacy instruction. In conclusion, the study provides recommendations for future researchers interested in integrating board games into literacy instruction.
|