The Impacts of Cooperative Learning on Anxiety andProficiency in an EFL Class              ◆ Presenter: Joanne Ho         ...
Citation Suwantarathip, O., & Wichadee, S. (2010) The  Impacts Of Cooperative Learning on Anxiety  and Proficiency In An ...
Contents       1      Introduction       2    Literature Review       3      Methodology       4   Result & Discussion    ...
Introduction  Anxiety can create a divided attention scenario   for anxious students; they are focused on both   the task...
Literature Review The important role of language anxiety in  foreign language learning has been  demonstrated in several ...
Literature Review Cooperative approach creates a supportive  learning setting; it decreases competitiveness  and individu...
Objective of the Research           1                      2                      3   To compare the         To compare th...
Research Methodology               Research Design      Text                            Text                  40 students ...
Research Methodology          Instruments          Communication Apprehension     1.          Test Anxiety (FLCAS)     2. ...
Results The reduction in the FLCAS mean score of all statements reached  statistical significance.                       ...
Results Language anxiety in each group is presented below. Anxiety of the three groups form pre-FLCAS was not significan...
Results Anxiety of the three groups form post-FLCAS was not significantly  different. Students’ anxiety between the pre ...
Results Students’ anxiety decreased significantly in each  group. Results show that cooperative learning helped  student...
Results Results show that cooperative learning approach  used in class proved rather effective.                          ...
Discussion and Conclusion                                                 Previous Study                            Teache...
Limitation In addition to cooperative learning  approach, other techniques dealing with  anxiety should be investigated f...
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Presentation 2

  1. 1. The Impacts of Cooperative Learning on Anxiety andProficiency in an EFL Class ◆ Presenter: Joanne Ho ◆ Instructor: Dr. Pi-Ying Hsu ◆ Date: Dec, 3, 2012
  2. 2. Citation Suwantarathip, O., & Wichadee, S. (2010) The Impacts Of Cooperative Learning on Anxiety and Proficiency In An EFL Class Journal of College and Learning, 7 (11), 51-57. 1
  3. 3. Contents 1 Introduction 2 Literature Review 3 Methodology 4 Result & Discussion 5 Limitation 2
  4. 4. Introduction  Anxiety can create a divided attention scenario for anxious students; they are focused on both the task at hand and their reaction to it. (MacIntyre 1995; 96) 3
  5. 5. Literature Review The important role of language anxiety in foreign language learning has been demonstrated in several studies showing a negative correlation between high levels of anxiety and language achievement. (Saguanpong, 2007) 4
  6. 6. Literature Review Cooperative approach creates a supportive learning setting; it decreases competitiveness and individualism but increase opportunities to actively construct or transform the knowledge among students. (Johnson &Johnson 1995) 5
  7. 7. Objective of the Research 1 2 3 To compare the To compare the mean To examine the mean score of scores of English students’ opinions learning score of proficiency before toward cooperative learning anxiety and after learning learning. before and after with cooperative learning with learning activities. cooperative learning activities. 6
  8. 8. Research Methodology Research Design Text Text 40 students Pre-test Txt Text EN 211 Post-test Text 2009 Text Data Collection 7
  9. 9. Research Methodology Instruments Communication Apprehension 1. Test Anxiety (FLCAS) 2. Fear of Negative Evaluation 3. 8
  10. 10. Results The reduction in the FLCAS mean score of all statements reached statistical significance. 9
  11. 11. Results Language anxiety in each group is presented below. Anxiety of the three groups form pre-FLCAS was not significantly different. 10
  12. 12. Results Anxiety of the three groups form post-FLCAS was not significantly different. Students’ anxiety between the pre and post-FLCAS was significantly different. 11
  13. 13. Results Students’ anxiety decreased significantly in each group. Results show that cooperative learning helped students to have lower anxiety. 12
  14. 14. Results Results show that cooperative learning approach used in class proved rather effective. 13
  15. 15. Discussion and Conclusion Previous Study Teachers’ Job Results are supported by Findings Teachers are previous study that The findings responsible to find cooperative support the use of techniques or learning can cooperative method that don’t contribute to the learning as part of cause any anxiety improvement of the language in class. students’ language learning method proficiency. due to students’ reduction of anxiety and higher language proficiency. 14
  16. 16. Limitation In addition to cooperative learning approach, other techniques dealing with anxiety should be investigated for their effectiveness. A study of strategies to cope with foreign language anxiety employed by students should be conducted to analyze their effectiveness. 15
  17. 17. 16

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