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. Contents Introduction Purposes of the study Research Questions Literature Review C Methodology

4. Introduction Teacher-centered approach (Sylvia, 2008) Task-based Learner-centered approach Traditional grammar translation method

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. Introduction academic affective social-interpersonal solve problems ( Sharan & Slavin, 2003 ) Cooperative learning

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. 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. Literature Review 1. Cooperative learning 2. Perceptual learning style preference 3. Learning motivation 4. Selectivity Hypothesis

12. Literature Review Cooperative learning Features positive interdependence individual accountability heterogeneous grouping equal opportunity ( Carter & Jones, 2001; Slavin, 2004 )

16. Methodology Research structure Research design 2 Instrument 3 1 Research procedure 4 Data Analysis 5

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. 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. Achievers Low achievers 21 % High achievers 21 %

21. Treatment learning strategy learning strategy STAD learning strategy Learning Together Jigsaw

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. 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. 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. 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. Instrument 5 4 3 2 1 strongly agree strongly disagree Questionnaire Permission Consent form Time Consent form: 5 Questionnaire: 15

28. Instrument visual auditory kinesthetic tactile group individual integrative instrumental motivational achieving learning goal Perceptual learning-style preference Learning Motivation Subscales

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. 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. 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. 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. Data Analysis T-test Q1 Q2 Descriptive Analysis PLPQ QLM Paired sample t-test Pre-test Post-test SPSS version 13.0 for Windows

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