本研究旨在探討桌上遊戲融入英語科教學對國小五年級學生學習動機之影響,透過自製多元、有趣的桌上遊戲激發學生學習興趣。研究採用臺南市某國小共28 位五年級學生為對象,將受試者分為控制組與實驗組。為瞭解兩組學生在不同的教學方式下所產生的學習差異,本研究將分為二階段進行,第一階段兩組皆使用傳統教學,第二階段實驗組採用桌遊教學,控制組為傳統教學,而每個階段均有前、後測。接著再針對實驗組的學習動機做進一步探討,並於資料蒐集後進行量的統計分析,應用的統計方法為描述性統計與成對樣本 t 檢定。 研究結果發現,學生進行桌上遊戲融入英語科教學後,確實能增強其「學習動機」並表現更多的正向動機行為,而高成就的學生比低成就的學生和老師有更多的互動行為,如提問及回答老師的問題。再者,學生在課堂中和老師互動的行為和其在字義測驗表現方面呈正向顯著相關。最後,本研究結果對未來的教學及應用桌遊之研究方向提供建議。 The purpose of this study is to explore the effects of the integration of board game into English teaching on Fifth-Grade students learning motivation. By implementing various, interesting, self-designed board game to arouse students interest. The participants in this experiment included 28 fifth graders in an elementary school located in Tainan, divided into two groups, control group and experimental group. In order to understand these two-group students learning variation in different teaching method, this research was separated into two stages. The first stage adopted the traditional teaching and on the other hand, experimental teaching for the second stage. All the stages contained pretest and posttest. Moreover, focused on experimental group students learning motivation and learning efficiency, and analysis statistically after collecting data, using quantity statistic by applying descriptive statistics, and paired-samples t-test. From the experimental result, students who took board game into English teaching classes can strengthen their learning motivation and improve their motivated behavior. Particularly, high achievers showed more attention and reaction to teacher than low achievers. The analysis of correlation between motivated behavior and improvement of vocabulary learning also indicated that when students had more reaction to teacher, they had better improvement in word meaning test. Based on the findings, some pedagogical implications and suggestions for incorporating board games into English instruction are provided.