The effect of ability grouping on students’

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The effect of ability grouping on students’

  1. 1. The Effect of Ability Grouping on Students’ Reading Strategies and Reading Achievement of Cooperative Learning Groups Template<br />Presenter: York Chi<br />Advisor: Dr. Chin-Ling Lee<br />Date: April 13, 2010<br />
  2. 2. Content<br />2<br />1<br />Introduction<br />2<br />Literature Review<br />3<br />Methodology<br />
  3. 3. Background of the Study<br />Statement of the Problems<br />Purposes of the Study<br />Research Questions <br />Introduction<br />3<br />
  4. 4. Background of the Study<br />Reading is perhaps the most important skill for learner of English who desire to achieve success in English <br />(Anderson, 2006)<br />4<br />
  5. 5. Background of the Study<br />Numerous researchers pointed out that high levels of English language literacy have been found to correlate with frequent and complex strategy use<br />(Anderson, 1999; Jimenez, Garcia, & Person, 1996; Schoonen, Hulstijn, & Bossers, 1998; Sheorey & Mokhtari, 2001) <br />5<br />
  6. 6. Background of the Study<br />Good readers use lots of strategies before, during, and after reading<br /> (Dogan, 2002)<br />6<br />
  7. 7. Statement of Problems<br /> Little attention that aims at helping students in strategy selection, use, and evaluation<br /> (Aamoutse & Weterings, 1995; Dole, 2000, Paris & Oka, 1986; Pressely, Wharton-Mcdonald, Hampston, & Echevarria, 1998)<br />7<br />
  8. 8. Statement of Problems <br />Traditional instruction, especially for Chinese, places emphasis on the lecturer and deep learning through memorizing <br /> (Marton, Dall Alba, & Tse, 1996)<br />8<br />
  9. 9. Purpose of the Study<br />to determine whether the two different grouping condition under cooperative learning classroom have dramatic effects on EFL students’ reading achievement, reading strategy, and learning motivation<br />9<br />
  10. 10. Research Questions<br />Are there any significant differences on the achievement outcome on reading comprehension between the two grouping condition?<br />Are there any significant differences on the reading strategy use between the two grouping condition?<br />1<br />2<br />10<br />
  11. 11. Research Questions <br />Are there any correlations between the use of reading strategy and learning motivation?<br />Are there any correlations among reading achievement, reading strategy use and learning motivation?<br />3<br />Title<br />4<br />11<br />
  12. 12. Research Questions<br />What are EFL technological university students’ learning motivations in a cooperative learning group?<br />Title<br />5<br />Title<br />Title<br />12<br />
  13. 13. Reading Comprehension<br />Cooperative Learning<br />Learning Motivation <br />Literature Review <br />13<br />
  14. 14. Reading Comprehension<br />Reading comprehension can be defined as construction a mental representation of textual information and its interpretation<br /> (Van Den Brock & Kremer, 2000) <br />14<br />
  15. 15. Reading Comprehension<br />Reading Comprehension<br />Extracting meaning <br />Written words<br />Sentences<br />Texts<br />(Arnoutse &Van Leeuwe, 2000)<br />15<br />
  16. 16. Reading Comprehension <br />Reading comprehension lays the fundament for the acquisition of knowledge in different subject matters taught at elementary and secondary schools and constitutes an important prerequisite for lifelong learning in adulthood <br /> (Alvermann & Earle, 2003)<br />16<br />
  17. 17. Cooperative Learning <br />Cooperative Learning is an instructional environment in which students work in group with “ shared goals and shared responsibility for the learning of other group members”<br /> ( Ravenscroft, Buckless, Mccombs, & Zuckerman, 1995)<br />17<br />
  18. 18. Cooperative Learning<br />Cooperative Learning empowers learners and provides them with autonomy and control to organize and regulate their own learning<br /> (Clifford, 1999; Thomson, 1998)<br />18<br />
  19. 19. Cooperative Learning<br />Cooperative Learning empowers learners and provides them with autonomy and control to organize and regulate their own learning<br /> (Clifford, 1999; Thomson, 1998)<br />19<br />
  20. 20. Cooperative Learning<br />Cooperative Learning increases interaction among learners as they restate, expand and elaborate their ideas in order to convey and/or clarify intended meaning.<br /> (Olsen & Kagan, 1992)<br />20<br />
  21. 21. Cooperative Learning <br />2<br />1<br />3<br />4<br />Offers an embracing affective climate<br />Generates interactive language<br />Group work<br />Promotes learner responsibility and autonomy<br />A step toward individualizing instruction<br />(Brown, 2001) <br />21<br />
  22. 22. Cooperative Learning<br />Individual Accountability<br />Social and Small Group Skill<br />Positive Interdependence<br />2<br />3<br />1<br />Cooperative Learning<br />Face to Face Interaction<br />4<br />Group Processing<br />5<br />22<br />
  23. 23. Learning Motivation<br />Mainstream psychology defined motivation as the process whereby goal-directed activity is instigated and sustained<br /> (Pintrich & Schunk, 1996)<br />23<br />
  24. 24. Learning Motivation<br />The external or behavioral features of motivation<br />Decision making<br />1<br />Activity level<br />Persistence <br />2<br />3<br />(Oxford &Ehrman, 1993)<br />24<br />
  25. 25. Participants<br />Procedure of the study <br />Experimental Designed <br />Instrument <br />Data Analysis <br />Methodology<br />25<br />
  26. 26. Participants<br />43undergraduate students from NTIT<br />English reading class<br />19-26 years old<br />International Trade<br />26<br />
  27. 27. Procedure of the Study <br />27<br />Pilot study<br />Formal study<br />Heterogeneous group<br />Homogeneous group<br />Pretest in English reading comprehension<br />Pretest in English reading comprehension<br />Pretest in SILL<br />Pretest in SILL<br />Pretest in learning motivation<br />Pretest in Learning motivation<br />
  28. 28. Procedure of the Study<br />28<br />One semester cooperative learning English reading classroom<br />One semester cooperative learning in English reading classroom<br />Posttest in English reading comprehension<br />Posttest in English reading comprehension<br />Posttest in SILL<br />Posttest in SILL<br />Posttest in Learning motivation<br />Posttest in Learning motivation<br />Students interviews <br />Students interviews<br />
  29. 29. Experimental Design <br />29<br />Heterogeneous groups<br />One English reading classroom<br />Scientific method<br />Homogeneous groups<br />23 participants<br />One semester cooperative learning reading class<br />Once a week<br />20 participants<br />One semester cooperative learning reading class<br />Once a week <br />
  30. 30. Instruments<br />1<br />2<br />3<br />(Clement et al,<br /> 1994) <br />The motivation questionnaire<br />GEPT reading test<br />(Basic level)<br />The Strategy Inventory for Language Learning<br />(Oxford, 1990) <br />30<br />
  31. 31. Questionnaire<br />31<br />1<br />5<br />2<br />3<br />4<br />Strongly agree<br />Strongly disagree<br />Personal information<br />Part 1<br />Part 2<br />Strategy Inventory for Language Learning( Oxford, 1990)<br />( Cronbach’s Alpha .966)<br /> Part 3<br />The Motivation questionnaire (Clement et al, 1994)<br />
  32. 32. Questionnaire<br />Questionnaire<br />Memory<br />Cognitive<br />Comprehension<br />Metacognitive<br />Affective<br />Social <br /> 1. Integrative<br /> 2. Instrumental<br /> 3. Motivation <br /> achieving learning <br /> goal<br />32<br />The learning motivation<br />SILL<br />
  33. 33. Data Analysis <br />33<br />Independent Sample T test<br />to examine whether there are any differences on the reading achievement outcome and reading strategy use between the two grouping condition <br />
  34. 34. Data Analysis <br />34<br />Pearson Correlation<br />to examine whether there are any correlations among reading achievement, reading strategy use and learning motivation<br />to examine whether there are any correlations between the use of reading strategy and learning motivation<br />
  35. 35. Data Analysis <br />35<br />Qualitative Descriptions <br />to investigate EFL technological university students’ learning motivations in a cooperative learning group<br />
  36. 36. Thank You !<br />www.themegallery.com<br />

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