LOGO

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 8th, 2009

LOGO Contents

Introduction

Purposes of the study

Research Questions

Literature Review

C Methodology

2

LOGO Introduction

The traditional whole- class lecturing method is found to be one of the major causes of the low English proficiency and declining interest of English learning in Taiwan.

( We, 1997; Yu, 1995 )3

LOGO Introduction

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Traditional grammar translation method

Teacher-centered approach

Teacher-centered approach

(Sylvia, 2008)

Task-based Learner-centered

approach

LOGO Introduction

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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)

LOGO Introduction

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academic affective

social-interpersonal

solve problems

( Sharan & Slavin, 2003 )

Cooperative learning

LOGO Research Purpose

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to explore the effects of cooperative learning activity on English listening, reading and oral performance and learning motivation in the English conversation class

LOGOResearch Questions

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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

LOGO Research Questions

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Students in the cooperative learning show stronger motivation to learn English than who are in the traditional classroom.

Do students in the cooperative learning show stronger motivation to learn English than who are in the traditional classroom?

Ho

LOGO

1. Cooperative learning

Literature Review

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2. Perceptual learning style preference2. Perceptual learning style preference

3. Learning motivation3. Learning motivation

4. Selectivity Hypothesis4. Selectivity Hypothesis

LOGO Literature Review C Cooperative learning

Social support is one of the most important

aspects of classroom climate that influence

learners’ academic achievement.

( Ghaith, 2002 )

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LOGO Literature Review Cooperative learning Cooperative learning

Features

positiveinterdependence

individual accountability

heterogeneous grouping

equal opportunity

( Carter & Jones, 2001; Slavin, 2004 )12

LOGOLiterature Review

Foreign language learners claimed that learners’

learning style would determine whether they

success in the academic performance.

( Castro & Peck, 2005)

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Perceptual learning style preference

LOGO Literature Review

Learning Motivation

Integrative motivation described the reasons for

second language learning reflected

academic learning goals or job learning goals.

( Noels, 2001 )

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LOGO Literature Review Selectivity Model/Hypothesis

Selectivity Model/Hypothesis” is to better

understand and explain the gender differences in

cognitive function.

( Hallahan & Kirk, 1995; Meyers-Levy, 1989;

Meyers-Levy & Sternthal, 1991)

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LOGO Methodology

Research design2

Instrument 3

1

Research procedure4

Data Analysis5

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Research structure

LOGO Research Structure Independent variables

Learning achievement;Learning motivation & learning-style preference

Dependent variables

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Teaching method:1.Experimental group( cooperative learning) 2. Control group (traditional instruction)

LOGO Research DesignExperimental

Group

Control

Group

Participant

( Pilot study)

Participant

( Formal study)

Achievers

Grouping

Treatment

School

Duration 18

39 students ( Freshmen )

36 students ( Freshmen )

16 students ( Freshmen )

26 students ( Freshmen )

21 high achievers

21 low achievers 21 high achievers

21 low achieversHeterogeneous group No

Cooperative learning Teacher-centered

NTIT NTIT

One semester One semester

LOGO Achievers

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Low achievers

21 %High achievers

21 %

LOGO Grouping

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1.Inputting the parameters to determine the various computing tasks

2. Inputting the data of students’ listening and reading scores

3. Recognizing if the score is “zero”, then the “zero” score will be replaced by mean

4. Computing the mean score and getting the sorting

5. Calculating the distance between highest score and lowest score

6. Assigning students into different groups

7. Listing the result

LOGO Treatment

STADSTAD

learninglearningstrategy strategy

LearningLearningTogether Together JigsawJigsaw

learninglearningstrategy strategy

learninglearningstrategy strategy

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LOGO STAD

Introduce Yourself

DD

BB

CC

AA

The Teacher lectures materials.

Individual quiz

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Team members decided the role in the cooperative learning such aschairperson, reporter, record keeper, and compiler.

Class presentation ( question and answer& listen and talk ) Class presentation ( question and answer& listen and talk )

AA

LOGO Jigsaw

StoryRetelling

BB

EE

CC

DD

AA

Team members decided the role in the cooperative learning such aschairperson, reporter, record keeper, and compiler.

Preparation pairs:students have to teach and discuss other members of their groups.

Preparation pairs:students have to teach and discuss other members of their groups.

Teacher’s lectureTeacher’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.

Practice pairs & team performance :Students also have to teach and discuss the material in the different section to the other members of their groups.

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LOGO Learning Together

Ordering the meal

Add Your Text

teacher’s lecture

face-to-face interaction positive

interdependence

Interpersonal and small-group skillsIndividual

accountability

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LOGO Instrument

Listening

Reading

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

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LOGO Instrument

Questionnaire

Permission Consent form

Time Consent form: 5

Questionnaire: 15

5 4 3 2 1

strongly agree strongly disagree

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LOGO Instrument

Perceptual learning-style preference

Learning motivation

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Joy Reid ( 1987 ) Clement et al. ( 1994 )

28 items 28 items

Crobach’s alpha: .87 Crobach’s alpha: .95

LOGO Instrument

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Perceptual learning-style preference

Learning Motivation

Subscales

visual

auditory

kinesthetic

tactile

group

individual

integrative

instrumental

motivational achieving

learning goal

LOGO Instrument Table 1

Sample of perceptual learning-style preference questionnaire

1. When I read instructions, I remember them better.

5 4 3 2 1

2. I remember things I have heard in class better than things I have read. 5 4 3 2 1

3.

5 4 3 2 1

4. I learn more when I make something for a class project.

5 4 3 2 1

5. I get more work done when I work with others.

5 4 3 2 1

6. When I study alone, I remember things better.

5 4 3 2 1

I understand things better in class when I participated in role-playing.

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LOGO Instrument Table 1

Sample of learning motivation questionnaire

1. I want to make friends with foreigners.

5 4 3 2 1

2. I can understand English movies or TV programs. 5 4 3 2 1

3. I could learn more things that are related to the world of English 5 4 3 2 1

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LOGO Instrument

Experimental Experimental group group

Controlled group Controlled group

Interviewee

Time

Tool

Semi-structured interview

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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

LOGO Instrument

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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

LOGO Research ProcedurePilot Study

Formal Study

Control Group

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1. Placement test on listening, reading and oral proficiency2. Two questionnaires on students’ learning-style preference and learning motivation at the pre-test

Pre-test

1. Placement test on listening, reading and oral proficiency2. Two questionnaires on students’ learning-style preference and learning motivation at the pre-test

Pre-test

LOGO Research Procedure

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Experimental group Control group

Cooperative learningfor one semester

Traditional instruction

Semi-structure interview Semi-structure interview

1. Post-test on listening, reading and oral proficiency2. 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 proficiency2. Two questionnaires on students’ learning-style preference and learning motivation at the post-test

LOGO 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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LOGO

www.themegallery.com

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