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The Effect of Ability Grouping on Students’ Reading Strategy use and Reading Comprehension in the EFL Classroom   Presente...
Contents 1 Introduction 2 Literature Review 3 Methodology
Introduction <ul><li>Reading  is perhaps the most important skill for </li></ul><ul><li>learner of English who desire to a...
Introduction <ul><li>Reading is the essential means for learning new  </li></ul><ul><li>information and it has the potenti...
Statement of Problem <ul><li>Teachers give  little attention  to students’  prior knowledge , usage of  reading strategies...
Statement of Problem <ul><li>The  teacher-center  teaching method does not involve all students with their learning since ...
Purpose of the Study To investigate the effect of ability grouping on students’ reading achievement. To investigate  wheth...
Research Questions Are there any significant differences on the achievement outcome on reading comprehension between the t...
Research Questions Are  there any difference on the reading strategy use between the two grouping conditions? H0: There ar...
Research Questions What are students learning motivation  toward English learning in a cooperative learning group?
Literature Review <ul><li>Cooperative Learning </li></ul><ul><li>Heterogeneous Ability Grouping  </li></ul><ul><li>Homogen...
Cooperative Learning <ul><li>Cooperative learning is a way for students to help  </li></ul><ul><li>each other  maximize th...
Cooperative Learning Cooperative Learning Positive Interdependence   Individual Accountability Interpersonal and Small Gro...
Homogeneous Ability Grouping <ul><li>Homogeneous grouping refers to a way of grouping in </li></ul><ul><li>which students ...
Homogeneous Ability Grouping <ul><li>Homogeneous ability grouping allows teachers to apply different  instruction to the n...
Heterogeneous Ability Grouping <ul><li>High ability  students participate and learn as least as </li></ul><ul><li>well as ...
Research Methodology Group Homogeneous Groups Heterogeneous groups Participants Age Numbers of participants Period  The un...
Instrument 2 3 Strategy Inventory For Language Learning (SILL) questionnaire The Motivation questionnaire   1 GEPT reading...
SILL Strongly disagree   Strongly agree 1 2 3 4 5 Categories of questionnaire: Memory strategies Metacognitive strategies ...
The Motivation Questionnaire   1 2 3 4 5 Strongly disagree   Strongly agree Categories of questionnaire :  Integrative Mot...
Research Procedures   Pilot study Formal study Heterogeneous group Homogeneous group <ul><li>Pre-test </li></ul><ul><li>Re...
Research Procedures   Heterogeneous group Homogeneous group Reading instruction Reading instruction   <ul><li>Post-test </...
Data Analysis SPSS version 13.0 for windows   Pearson Correlation Independent T test To examine the reliability of the two...
Thank You !
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Proposal 2009 6 1

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  • Transcript of "Proposal 2009 6 1"

    1. 1. The Effect of Ability Grouping on Students’ Reading Strategy use and Reading Comprehension in the EFL Classroom Presenter: Chen-Yo Chi Advisor: Dr. Chin-Ling Lee Date: June 1, 2009
    2. 2. Contents 1 Introduction 2 Literature Review 3 Methodology
    3. 3. Introduction <ul><li>Reading is perhaps the most important skill for </li></ul><ul><li>learner of English who desire to achieve success in </li></ul><ul><li>English. </li></ul><ul><li>(Aderson, 2006) </li></ul>
    4. 4. Introduction <ul><li>Reading is the essential means for learning new </li></ul><ul><li>information and it has the potential of opening new </li></ul><ul><li>ways of viewing the world and transforming the </li></ul><ul><li>world. </li></ul><ul><li>(Grabe & Stoller, 2001; Hudelson, 1994) </li></ul>
    5. 5. Statement of Problem <ul><li>Teachers give little attention to students’ prior knowledge , usage of reading strategies , and meta-cognitive abilities . </li></ul><ul><li>(Chiu, 1998; Lee, 2003) </li></ul>
    6. 6. Statement of Problem <ul><li>The teacher-center teaching method does not involve all students with their learning since some students are likely not to care about what is taught. </li></ul><ul><li>(Chen, 1998) </li></ul>
    7. 7. Purpose of the Study To investigate the effect of ability grouping on students’ reading achievement. To investigate whether ability grouping drew out significant differences on students reading strategy use and learning motivation in an EFL cooperating classroom
    8. 8. Research Questions Are there any significant differences on the achievement outcome on reading comprehension between the two grouping condition? H0: There aren’t any significant differences on the achievement outcome on reading comprehension between the two grouping condition.
    9. 9. Research Questions Are there any difference on the reading strategy use between the two grouping conditions? H0: There aren’t any difference on the reading strategy use between the two grouping condition
    10. 10. Research Questions What are students learning motivation toward English learning in a cooperative learning group?
    11. 11. Literature Review <ul><li>Cooperative Learning </li></ul><ul><li>Heterogeneous Ability Grouping </li></ul><ul><li>Homogeneous Ability Grouping </li></ul>
    12. 12. Cooperative Learning <ul><li>Cooperative learning is a way for students to help </li></ul><ul><li>each other maximize their learning by the </li></ul><ul><li>instructional use of small groups . </li></ul>(Johnson, Johnson, and Holubec, 1994)
    13. 13. Cooperative Learning Cooperative Learning Positive Interdependence Individual Accountability Interpersonal and Small Group Skill Group Processing Face-to- face Promotive Interaction 1 2 3 4 5
    14. 14. Homogeneous Ability Grouping <ul><li>Homogeneous grouping refers to a way of grouping in </li></ul><ul><li>which students with similar academic achievement are grouped together. </li></ul>
    15. 15. Homogeneous Ability Grouping <ul><li>Homogeneous ability grouping allows teachers to apply different instruction to the need of students of different academic levels, with an opportunity to offer high achiever more difficult materials and to provide low achievers more support . </li></ul><ul><li>(Feldhusen, 1989) </li></ul>
    16. 16. Heterogeneous Ability Grouping <ul><li>High ability students participate and learn as least as </li></ul><ul><li>well as in heterogeneous group and seem to benefit </li></ul><ul><li>from working with people of diverse ability. </li></ul>(Johnson & Johnson, 1985)
    17. 17. Research Methodology Group Homogeneous Groups Heterogeneous groups Participants Age Numbers of participants Period The undergraduates of NTIT One semester One semester 19-26 19-26 21(pilot) 30 (formal) 21(pilot) 30 (formal) The undergraduates of NTIT
    18. 18. Instrument 2 3 Strategy Inventory For Language Learning (SILL) questionnaire The Motivation questionnaire 1 GEPT reading and listening test (Basic level)
    19. 19. SILL Strongly disagree Strongly agree 1 2 3 4 5 Categories of questionnaire: Memory strategies Metacognitive strategies Cognitive strategies Affective strategies Compensation strategies Social strategies The five point Liker scale
    20. 20. The Motivation Questionnaire 1 2 3 4 5 Strongly disagree Strongly agree Categories of questionnaire : Integrative Motivation Instrumental Motivation The five point Liker scale
    21. 21. Research Procedures Pilot study Formal study Heterogeneous group Homogeneous group <ul><li>Pre-test </li></ul><ul><li>Reading and Listening performance test </li></ul><ul><li>SILL questionnaire </li></ul><ul><li>The motivation questionnaire </li></ul><ul><li>Pre-test </li></ul><ul><li>Reading and Listening performance test </li></ul><ul><li>SILL questionnaire </li></ul><ul><li>The motivation questionnaire </li></ul>
    22. 22. Research Procedures Heterogeneous group Homogeneous group Reading instruction Reading instruction <ul><li>Post-test </li></ul><ul><li>Reading and Listening performance test at post-test </li></ul><ul><li>SILL questionnaire </li></ul><ul><li>The motivation questionnaire </li></ul><ul><li>Post-test </li></ul><ul><li>Reading and Listening performance test at post-test </li></ul><ul><li>SILL questionnaire </li></ul><ul><li>The motivation questionnaire </li></ul>
    23. 23. Data Analysis SPSS version 13.0 for windows Pearson Correlation Independent T test To examine the reliability of the two questionnaires Cronbach’s alpha To examine the difference on group, gender, and achiever to students’ performance and strategy use To examine the relationship between strategy and motivation
    24. 24. Thank You !
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