The Effects of Cooperative Learning on Students' Listening, Reading and Oral Proficiency and Learning Motivation in the Co...
Contents Introduction Purposes of the study Research Questions Literature Review C  Methodology
Introduction  <ul><ul><li>The traditional  whole- class lecturing  </li></ul></ul><ul><ul><li>method  is found to be one o...
Introduction  Teacher-centered  approach (Sylvia, 2008) Task-based  Learner-centered approach  Traditional grammar  transl...
Introduction Students have little team work. Traditional  Classroom Students are shy, passive and have no confidence. Thei...
Introduction academic affective social-interpersonal  solve problems ( Sharan & Slavin, 2003 ) Cooperative learning
Research Purpose <ul><li>to explore the effects of cooperative learning activity on English  listening ,  reading  and  or...
Research Questions  Do students in the  cooperative learning  have better  academic performance  on listening, reading and...
Research Questions  Do students in the  cooperative learning  show  stronger motivation  to learn English than who are in ...
Literature Review  1.  Cooperative learning  2. Perceptual learning style preference 3. Learning motivation 4. Selectivity...
Literature Review  <ul><li>C  Cooperative learning  </li></ul><ul><li>Social support  is one of the most important  </li><...
Literature Review  Cooperative learning  Features  positive interdependence  individual  accountability heterogeneous  gro...
Literature Review  <ul><li>Foreign language learners claimed that  learners’  </li></ul><ul><li>learning style  would dete...
Literature Review  <ul><li>Learning Motivation  </li></ul><ul><li>Integrative motivation described the reasons for  </li><...
Literature Review  <ul><li>Selectivity Model/Hypothesis </li></ul><ul><li>Selectivity Model/Hypothesis” is to better  </li...
Methodology Research structure Research design 2 Instrument  3 1 Research procedure 4 Data Analysis 5
Research Structure  Independent variables  Learning achievement; Learning motivation & learning-style preference  Dependen...
Research Design 39 students ( Freshmen ) 36 students ( Freshmen )  16 students  ( Freshmen ) 26 students  ( Freshmen )  21...
Achievers Low achievers 21 % High achievers 21 %
Grouping  <ul><li>Inputting the parameters to determine the various computing tasks </li></ul>2. Inputting the data of stu...
Treatment learning strategy  learning strategy  STAD learning strategy  Learning Together  Jigsaw
STAD Introduce  Yourself  The Teacher lectures materials.  Individual quiz  Team members decided the role in the cooperati...
Jigsaw Story Retelling  Team members decided the role in the cooperative learning such as chairperson ,  reporter ,  recor...
Learning Together  Ordering the meal  Add Your Text teacher’s lecture face-to-face interaction positive  interdependence I...
Instrument   Placement test ( From LTTC in elementary level )  ( 30 items for 20mins ) ( 35 items for 35mins ) Picture des...
Instrument  5 4 3 2 1 strongly agree  strongly disagree  Questionnaire   Permission Consent form Time   Consent form: 5 Qu...
Instrument  Joy Reid ( 1987 ) Clement  et al. ( 1994 ) <ul><ul><ul><ul><li>28 items </li></ul></ul></ul></ul><ul><ul><ul><...
Instrument  visual auditory kinesthetic tactile group individual integrative instrumental  motivational achieving  learnin...
Instrument  <ul><li>Table 1  </li></ul><ul><li>Sample of perceptual learning-style preference questionnaire  </li></ul>I u...
Instrumen t  <ul><li>Table 1  </li></ul><ul><li>Sample of learning motivation questionnaire  </li></ul>1.  I want to make ...
Instrument  Semi-structured interview  2 high achievers 2 high achievers 2 intermediate achievers 2 intermediate achievers...
Instrument  1. 請您描述這學期英語會話課課堂教學策略的看法 ? 2. 請您描述這學期英語會話課老師和同學的觀感和互動的關係 ?  3. 請您描述一下您在英語教學的最典型課堂經驗 ? ( 小組成員之間的分工合作、共同利用資源、互相支...
Research Procedure Pilot Study  Formal Study  Control Group 1. Placement test  on  listening ,  reading  and  oral   profi...
Research Procedure Experimental group Control group Cooperative learning for one semester  Traditional instruction Semi-st...
Data Analysis T-test  Q1 Q2 Descriptive  Analysis PLPQ QLM Paired sample  t-test  Pre-test  Post-test  SPSS version 13.0 f...
www.themegallery.com Thank You !
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Proposal defense

  1. 1. The Effects of Cooperative Learning on Students' Listening, Reading and Oral Proficiency and Learning Motivation in the College Conversation Class Presenter: Shing-Yu Tsai Adviser: Chin-Ling Lee Date: July 8 th , 2009
  2. 2. Contents Introduction Purposes of the study Research Questions Literature Review C Methodology
  3. 3. Introduction <ul><ul><li>The traditional whole- class lecturing </li></ul></ul><ul><ul><li>method is found to be one of the major </li></ul></ul><ul><ul><li>causes of the low English proficiency and </li></ul></ul><ul><ul><li>declining interest of English learning in </li></ul></ul><ul><ul><li>Taiwan. </li></ul></ul><ul><ul><li>( We, 1997; Yu, 1995 ) </li></ul></ul>
  4. 4. Introduction Teacher-centered approach (Sylvia, 2008) Task-based Learner-centered approach Traditional grammar translation method
  5. 5. Introduction Students have little team work. Traditional Classroom Students are shy, passive and have no confidence. Their scores are graded by individual. Students can’t put what they have learned into practice. (Johnson, Johnson, & Holubec, 1994 )
  6. 6. Introduction academic affective social-interpersonal solve problems ( Sharan & Slavin, 2003 ) Cooperative learning
  7. 7. Research Purpose <ul><li>to explore the effects of cooperative learning activity on English listening , reading and oral performance and learning motivation in the English conversation class </li></ul>
  8. 8. Research Questions Do students in the cooperative learning have better academic performance on listening, reading and oral proficiency than who are in the traditional classroom? Students in the cooperative learning don’t have better academic performance on listening, reading and oral proficiency than who are in the traditional classroom. Ho 1
  9. 9. Research Questions Do students in the cooperative learning show stronger motivation to learn English than who are in the traditional classroom? Ho 2 Students in the cooperative learning show stronger motivation to learn English than who are in the traditional classroom.
  10. 10. Literature Review 1. Cooperative learning 2. Perceptual learning style preference 3. Learning motivation 4. Selectivity Hypothesis
  11. 11. Literature Review <ul><li>C Cooperative learning </li></ul><ul><li>Social support is one of the most important </li></ul><ul><li>aspects of classroom climate that influence </li></ul><ul><li>learners’ academic achievement . </li></ul><ul><li>( Ghaith, 2002 ) </li></ul>
  12. 12. Literature Review Cooperative learning Features positive interdependence individual accountability heterogeneous grouping equal opportunity ( Carter & Jones, 2001; Slavin, 2004 )
  13. 13. Literature Review <ul><li>Foreign language learners claimed that learners’ </li></ul><ul><li>learning style would determine whether they </li></ul><ul><li>success in the academic performance . </li></ul><ul><li>( Castro & Peck, 2005) </li></ul>Perceptual learning style preference
  14. 14. Literature Review <ul><li>Learning Motivation </li></ul><ul><li>Integrative motivation described the reasons for </li></ul><ul><li>second language learning reflected </li></ul><ul><li>academic learning goals or job learning goals . </li></ul><ul><li>( Noels, 2001 ) </li></ul>
  15. 15. Literature Review <ul><li>Selectivity Model/Hypothesis </li></ul><ul><li>Selectivity Model/Hypothesis” is to better </li></ul><ul><li>understand and explain the gender differences in </li></ul><ul><li>cognitive function . </li></ul><ul><li>( Hallahan & Kirk, 1995; Meyers-Levy, 1989; </li></ul><ul><li>Meyers-Levy & Sternthal, 1991) </li></ul>
  16. 16. Methodology Research structure Research design 2 Instrument 3 1 Research procedure 4 Data Analysis 5
  17. 17. Research Structure Independent variables Learning achievement; Learning motivation & learning-style preference Dependent variables Teaching method: 1.Experimental group( cooperative learning) 2. Control group (traditional instruction)
  18. 18. Research Design 39 students ( Freshmen ) 36 students ( Freshmen ) 16 students ( Freshmen ) 26 students ( Freshmen ) 21 high achievers 21 low achievers 21 high achievers 21 low achievers Heterogeneous group No Cooperative learning Teacher-centered NTIT NTIT One semester One semester Experimental Group Control Group Participant ( Pilot study) Participant ( Formal study) Achievers Grouping Treatment School Duration
  19. 19. Achievers Low achievers 21 % High achievers 21 %
  20. 20. Grouping <ul><li>Inputting the parameters to determine the various computing tasks </li></ul>2. Inputting the data of students’ listening and reading scores 3. Recognizing if the score is “zero”, then the “zero” score will be replaced by mean 4. Computing the mean score and getting the sorting 5. Calculating the distance between highest score and lowest score 6. Assigning students into different groups 7. Listing the result
  21. 21. Treatment learning strategy learning strategy STAD learning strategy Learning Together Jigsaw
  22. 22. STAD Introduce Yourself The Teacher lectures materials. Individual quiz Team members decided the role in the cooperative learning such as chairperson , reporter , record keeper , and compiler . Class presentation ( question and answer& listen and talk ) A D B C A
  23. 23. Jigsaw Story Retelling Team members decided the role in the cooperative learning such as chairperson , reporter , record keeper , and compiler . Preparation pairs: students have to teach and discuss other members of their groups. Teacher’s lecture Cooperative groups: students are provided different sections of the story. Practice pairs & team performance : Students also have to teach and discuss the material in the different section to the other members of their groups. B E C D A
  24. 24. Learning Together Ordering the meal Add Your Text teacher’s lecture face-to-face interaction positive interdependence Interpersonal and small-group skills Individual accountability
  25. 25. Instrument Placement test ( From LTTC in elementary level ) ( 30 items for 20mins ) ( 35 items for 35mins ) Picture description Short conversation Statement response Questions Vocabulary Structure Cloze comprehension Listening  Reading
  26. 26. Instrument 5 4 3 2 1 strongly agree strongly disagree Questionnaire Permission Consent form Time Consent form: 5 Questionnaire: 15
  27. 27. Instrument Joy Reid ( 1987 ) Clement et al. ( 1994 ) <ul><ul><ul><ul><li>28 items </li></ul></ul></ul></ul><ul><ul><ul><ul><li>28 items </li></ul></ul></ul></ul>Crobach’s alpha: .87 Crobach’s alpha: .95 Perceptual learning-style preference Learning motivation
  28. 28. Instrument visual auditory kinesthetic tactile group individual integrative instrumental motivational achieving learning goal Perceptual learning-style preference Learning Motivation Subscales
  29. 29. Instrument <ul><li>Table 1 </li></ul><ul><li>Sample of perceptual learning-style preference questionnaire </li></ul>I understand things better in class when I participated in role-playing. 1. When I read instructions, I remember them better. 5 4 3 2 1 2. I remember things I have heard in class better than things I have read. 5 4 3 2 1 3. 5 4 3 2 1 4. I learn more when I make something for a class project. 5 4 3 2 1 5. I get more work done when I work with others. 5 4 3 2 1 6. When I study alone, I remember things better. 5 4 3 2 1
  30. 30. Instrumen t <ul><li>Table 1 </li></ul><ul><li>Sample of learning motivation questionnaire </li></ul>1. I want to make friends with foreigners. 5 4 3 2 1 2. I can understand English movies or TV programs. 5 4 3 2 1 3. I could learn more things that are related to the world of English 5 4 3 2 1
  31. 31. Instrument Semi-structured interview 2 high achievers 2 high achievers 2 intermediate achievers 2 intermediate achievers 2 low achievers 2 low achievers 20mins for one interviewees 20mins for one interviewees Tape- recording Tape- recording Experimental group Controlled group Interviewee Time Tool
  32. 32. Instrument 1. 請您描述這學期英語會話課課堂教學策略的看法 ? 2. 請您描述這學期英語會話課老師和同學的觀感和互動的關係 ? 3. 請您描述一下您在英語教學的最典型課堂經驗 ? ( 小組成員之間的分工合作、共同利用資源、互相支援學習、利用課堂活動或團隊比賽的班上學習氣氛 ) 4. 你覺得在英語學習課堂上學習型態、喜好、動機對您的影響為何 ? 5. 請談一談你理想中英語會話課的內容、本質和架構為 ?   Interview Questions
  33. 33. Research Procedure Pilot Study Formal Study Control Group 1. Placement test on listening , reading and oral proficiency 2. Two questionnaires on students’ learning-style preference and learning motivation at the pre-test Pre-test 1. Placement test on listening , reading and oral proficiency 2. Two questionnaires on students’ learning-style preference and learning motivation at the pre-test Pre-test
  34. 34. Research Procedure Experimental group Control group Cooperative learning for one semester Traditional instruction Semi-structure interview Semi-structure interview 1. Post-test on listening , reading and oral proficiency 2. Two questionnaires on students’ learning-style preference and learning motivation at the post-test Post-test Post-test 1. Post-test on listening , reading and oral proficiency 2. Two questionnaires on students’ learning-style preference and learning motivation at the post-test
  35. 35. Data Analysis T-test Q1 Q2 Descriptive Analysis PLPQ QLM Paired sample t-test Pre-test Post-test SPSS version 13.0 for Windows
  36. 36. www.themegallery.com Thank You !

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