本研究目的是探討教師運用積木式字母(alphabet blocks)於英語教學對提升國小高年級學童英語學習動機與學習成效。本研究採單組前後測設計(the single-group pretest-posttest design)進行，以瞭解運用積木式字母對學生的「英語學習動機」與「英語學習成效」之影響。研究對象為彰化縣某國小六年級學生共24名，實驗是以積木式字母為教學輔具，為期18週的課程，且每堂課程進行40分鐘課堂學習包含5分鐘的暖身活動、30分鐘的發展活動為積木式字母教學、最後是5分鐘的綜合活動。本研究以相依樣本t檢定分析對單組前後測分析比較，研究結果發現實驗對象之英語學習動機有顯著差異，然而英語學習成效並無顯著差異。研究者對學習動機四分量和學習成效三題型進行進一步的相依樣本t檢定，結果發現英語學習動機在自我覺察和學習交流均有效提升，而對學習延伸僅稍微提升，而對學習成效之提升效果有限。在學習成效三題型部分，聽力測驗可有效提升、而對寫組測驗和識讀測驗的提升效果有限。本研究提出結論，積木式字母英語教學確實能激發學生的英語學習動機，提升英語聽力之學習成效。最後，並針對未來使用積木式字母之教師提出建議，以及未來相關研究者對於研究對象、研究工具、研究主題、和測驗工具等四個面向提出建議。 The purpose of the study was to investigate the effectiveness of using alphabet blocks to enhance elementary school students’ English learning motivation and achievement. The single-group pretest-posttest design was employed to examine the impact of alphabet blocks on the aspects of students’ English learning motivation and achievement. The subjects were from one of the sixth grades in a given elementary school in Changhua city. The experimental group was equipped with alphabet blocks as the major learning tool. Students were taught with 40-minutes English instruction including 5-minutes warm up, 30-minutes developing activity, and finally 5-minutes comprehensive activity.The study applied paired t test to investigate the difference between the pre-tests and post-tests of the single group. The result showed the experimental has the significant progress in English learning motivation and has the non-significant difference in English learning achievement. Detailed paired t test was administered to investigate the differences of the pre-tests and post-tests among the four components of English learning motivation and the three formats of English learning achievement. The result demonstrated that the self-awareness and learning communication had significant differences in English leaning motivation, had little significant differences for extension studies, and has limited significant differences for leaning outcome. The result demonstrated that the listening had significant differences in English leaning achievement but has limited significant differences for writing and reading.Finally, the study concluded that integrating alphabet blocks into English teaching enhances both students’ learning motivation and English listening achievement. In addition, suggestion is proposed for the authorities, on-set English teachers and future alphabet blocks researchers.
