The document discusses a study that examined the impact of cooperative learning on English pronunciation skills, with 80 students split into an experimental group that used cooperative learning structures and a control group that used conventional teaching. The experimental group engaged in activities like note-taking, role-plays, and projects in consistent groups, while data on scores and questionnaires was collected. The goal was to determine if cooperative learning had a significant relationship with improvements in students' pronunciation of English sounds.

1. The Impact Of Cooperative
Learning In Teaching English
Pronunciation
Instructor: Dr. Pi-Ying Hsu
Presenter: Joanne (Pei-Yi) Ho
Date: Jan 07, 2013

2. Contents
1 Introduction
2 Literature Review
3 Methodology

3. Introduction
Background of The Study
 Cooperative language learning has been proved as
an effective instructional approach in building up the
cognitive and linguistic development of learners of
English as a Second Language (ESL) and English
as a Foreign Language (EFL) .
(rKagan, 1995; Kessler, 1992; McGroarty, 1989,
1993).

4. Introduction
 Accurate pronunciation in English, as one of the four
language skills of listening, speaking, reading and
writing, has been an important goal in teaching ELLs
because it is important not only in communication,
but also in reading and writing, which pave the path
to academic achievement.
(Badian, 1998)

5. Introduction
Purpose Of The Study
 This study examined whether cooperative learning
structures make a significant impact on English
language learner participants’ overall pronunciation
of target English sounds.

6. Introduction
Research Question
 What is the relationship between student
involvement in cooperative learning and their English
pronunciation skill?

7. Literature Review
 A. Benefits of Cooperative Learning.
Benefits
Interaction with Striving to create a
others enables group situation
students to make that will foster
sense of their support and
learning and be feedback systems
responsible. & general social
skills.
(Adam&Hamm,1994) Rushatz (1992)

8. Literature Review
group processing motivation
competition Elements dependability
accountability interactivity
the use of collaborative skills

9. Literature Review
 Many different forms of assessment should be
implemented into small group activities, including the
evaluation of presentations, assignments and projects.
(Meyers, 1997)

10. Methodology
Participants
 80 Participants of Two Classes
 From Private Vocational High School In Hsin chu.
 Similar Level Of English Proficiency Determined By
School Criteria.

11. Methodology
Procedure
80 Participants
Pre-test
Control Group Experimental Group
CV setting C.L. setting

12. Methodology
Experimental group:
Groups Purpose Response
•8 students as a
•Note taking
group.
•Jigsaw puzzleII •All data
•Role-play (scores) will be
•Remained
•Joint Project collected
consistent
•Quiz •Questionnaire
throughout the
•Post-test
whole period.

13. Methodology
Measurement
 Teaching Material: Han –Lin KK Phonetic
Transcription Material
 Test Tool: Han –Lin KK Phonetic Transcription Test