1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom. 2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire. 3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.

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. Contents 1 Introduction 2 Literature Review 3 Methodology

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. 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. 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. Research Questions What are students learning motivation toward English learning in a cooperative learning group?

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

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. Instrument 2 3 Strategy Inventory For Language Learning (SILL) questionnaire The Motivation questionnaire 1 GEPT reading and listening test (Basic level)

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. The Motivation Questionnaire 1 2 3 4 5 Strongly disagree Strongly agree Categories of questionnaire : Integrative Motivation Instrumental Motivation The five point Liker scale

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. Thank You !