4.1.2 Analysis of Questionnaire Before and After Experiment .......... 32
Chapter 5 Conclusions ........................ 43
5.1 Major Findings .............................. 43
5.2 Implications of the Research ........................... 44
5.3 Limitations of the Research ....................... 45
Chapter 4 Results and Discussions
4.1 Results and Discussions of Questionnaires
To test the first hypothesis that if educational games can help to improve primaryschool’s high-level students’interest in English listening and speaking,the paper will conductdata analysis on the results of the pre-questionnaire and the post-questionnaire.The analysiswill be conducted from four aspects:the changes of students’listening and speaking interest,attitude,motivation and habit before and after the experiment.
4.1.1 Analysis of Questionnaire Reliability and Validity
Before the experiment,82 questionnaires were distributed to the students and 74 validquestionnaires were recovered.After the experiment,82 questionnaires were distributed to thestudents again,and 74 valid questionnaires were recovered,too.(due to some uncertainties,all students cannot be guaranteed.)Questionnaire recovery reached 70%-75%of the data canbe used as the research conclusion.The effective questionnaire recovery rate of this paper is90%.The purpose of this questionnaire is to investigate the current English learning situationof primary school students.According to the Table 4-1,the overall reliability and validity ofthe questionnaire were 0.937 and 0.874.The reliability of each dimension is 0.731,0.774,0.822 and 0.832.
Chapter 5 Conclusions
5.1 Major Findings
Through the three months of experimental research,it is found that the application ofeducational games in primary school’s high-level English listening and speaking teaching isfeasible.Through the analysis of questionnaires,tests and interviews,the application ofeducational games in primary school’s high-level English classrooms has a positive impact.We can sum it up as follows:
Firstly,educational games can improve primary school’s high-level students’interest inEnglish listening and speaking,which verifies the first hypothesis of this study.Throughquestionnaires and interviews,the paper found that the use of educational games in theclassroom can effectively stimulate students’listening and speaking interest and enthusiasm.In the learning situations created by educational games,students can learn English as if theywere learning their native language,so that they can better perceive the language and be ableto use the knowledge to express themselves in appropriate situations.At the same time,therealistic and vivid short plays created by students themselves can make the English learningatmosphere of students more relaxing and more pleasant.Every educational game in theclassroom has a great appeal to students.Students unconsciously increase their interest inEnglish listening and speaking.And the strong interest will become a kind of motivation,sothat students continue to improve the goal of language ability.After the teaching experiment,the proportion of students interested in English listening and speaking in the experimentalclass increased greatly.It can be seen that educational games really play the characteristics of“edutainment”.
Secondly,educational games can improve primary school’s high-level students’Englishlistening and speaking ability,which verifies the second hypothesis of this study.Through theresult of test,it can be found that the students’listening and speaking scores has improvedafter the experiment.Educational games enrich the way students learn English and improvetheir self-confidence in listening and speaking.In the atmosphere of educational games,students can learn English more confident.Students can be freed from the heavy homeworkand enrich the learning form.Through the relaxing and pleasant atmosphere of educationalgames,primary school
