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The effectiveness of applying cooperative learning to the EFL
classroom in a technological university
合作學習在科技大學外語教學之應用成效Presenter: Shing-Yu Tsai
Advisor: Dr. Chin-Ling LeeDate: December 24, 2009
Contents
11
22
33
Introduction
Literature Review
Methodology
2
Research Questions
Purposes of the Study
Problems of EFL Teaching in Taiwan
Background of the Study
Introduction
3
Background of the Study
The globalization trend has undoubtedly placed,
which makes English as the language for worldwide
communication.
4
( Falits & Hudelson, 1998; McCrum, MacNeil, & Cran, 2002 )
Background of the Study
Among the four English language skills, English
speaking proficiency has drawn a great deal of recent
attention in Taiwan, since it plays an important role
in tourism, business, and cultural exchange in the
global village.
( Chang, 2008; Hsu, 2004; Wang, 2008 ) 5
Background of the Study
Grammar-Translation Method (GTM)
Inadequate Learning Environments
Reasons
( Chen, 2004; Huang, 1999 ) 6
Problems of EFL Teaching in Taiwan
7
Students have little team work.1
Students are shy, passive and have no confidence.2
Their scores are graded by individual.3
Students can’t put what they have learned into practice.
4
GTM
( Lai, 2002; Tsai, 1998; Yu, 1995; Wei & Chen, 1993 )
Purposes of the Study
8
To investigate the effectiveness of cooperative learning for business major college students to develop curriculum and pedagogy modification
P1
Purposes of the Study
9
P2
To examine the differences on conceptual learning style preferences and learning motivation among students in cooperative learning and traditional learning
P3To explore the perspectives of EFL learners in the two different classes through interview
Research Questions
10
11Is there any difference between the effects of different teaching methods ( cooperative learning method and traditional teaching method ) on students’ learning achievement?
2Is there any difference between the effects of different teaching methods ( cooperative learning method and traditional teaching method ) on students’ conceptual learning style preferences?
Research Questions
11
33Is there any difference between the effects of different teaching methods ( cooperative learning method and traditional teaching method) on students’ learning motivation?
44What main elements consist of the perspectives of EFL learners ( in the cooperative learning class and traditional English class )?
Research Questions
12
55What variables affect the perspectives of EFL learners (in the cooperative learning class and traditional English class)?
Communicative Competence
Literature Review
Cooperative LearningCooperative Learning
Perceptual Language Learning Style PreferencePerceptual Language Learning Style Preference
Language Learning MotivationLanguage Learning Motivation
13
Communicative competence
Communicative competence is the expression of sociolinguistic that
regards language as social behavior.
( Wellman, 2002 )
14
Cooperative Learning
Cooperative group made students of different performance levels engage in instructional methods to pursue a
common goal.
( Slavin, 1987 )
15
Cooperative Learning
16
It reduced learning anxiety.1
It increased the amount of students participating in learning activities.2
It built a supportive learning environment. 3
CL
( Liang, 2000 )
Cooperative Learning
social skills
academic achievem
ent
Effectiveness
( Johnson & Johnson, 1999; Fenton, 1992; Putnam, 1997; Ye, 1993 )
17
Cooperative Learning Five major factors
Social and Small Group Skills
4
Group Processing5
1 Face to Face Interaction
2
Positive Interdependence11
Individual Accountability3
( Johnson, Johnson, & Holubec, 1993 ) 18
Cooperative Learning
Positive Interdependence Positive interdependence creates the sense that” we sink or swim together”. Group members perceive “all” members as
essential for group success and work together towards a common goal of each other’s learning.
( Johnson et al, 1994 )
19
Cooperative Learning
Positive goal interdependence
Resource interdependence
Role interdependence
( Johnson et al., 1991 ) 20
Cooperative LearningClick to add Title1 exchanging needed resources
Click to add Title2 encouraging their group membersClick to add Title1 explaining how to solve
problemsClick to add Title2 checking for understanding
Click to add Title1 discussing concepts being learned
Click to add Title2 connecting present with past learning
Face to Face
Interaction
( Johnson & Johnson, 2000 ) 21
Cooperative Learning
Individual Accountability Individual accountability exists when each of the group members contributes his or her efforts to accomplish the goal. This element stresses that group
accomplishment depends on the coordination of all members’ efforts.
22( Johnson & Johnson, 2000 )
Cooperative Learning
interact in leadership
decision-making
trust-building
conflict-managements
Social and Small Group Skills
( Karrie & Jennifer, 2008 )
23
Cooperative Learning
Group Processing Group processing clarifies and
improves member effectiveness in
contributing to cooperative efforts to attain the
group’s goal.
24
( Johnson & Johnson, 2000 )
Perceptual Language Learning Style
Preference Foreign language learners claimed that
learners’ learning style would determine
whether they success in the academic performance.
( Castro & Peck, 2005 )
25
Language Learning Motivation
The correlation between motivation and
English achievements was very high.
( Chou, 1989; Huang, 1990; Liang, 2002 )
26
Instruments
Participants
Research Structure
Methodology
Experimental Design
Data Collection
Procedure of the Study
Data Analysis 27
Procedure of the StudyPilot Study
Formal Study
Control Group
28
1. Pre- test on listening and oral
proficiency2. Two questionnaires on
students’ learning-style preference
and learning motivation at the pre-test
Pre-test
Pre-test 1. Pre- test on listening and
oral proficiency2. Two questionnaires on
students’ learning-style preference
and learning motivation at the pre-test
Experimental Group
Procedure of the Study
29
Cooperative learningfor one semester
Traditional learning for one semester
Semi-structure interview
Post-test
1. Post-test on listening and oral
proficiency2. Two questionnaires on
students’ learning-style preference
and learning motivation at the post-test
Post-test 1. Post-test on listening and
oral proficiency2. Two questionnaires on
students’ learning-style preference
and learning motivation at the post-testSemi-structure interview
Data Collection & AnalyzingData Collection & Analyzing
Research Structure
30
1. Classes2. Proficiency
level
Independent variables
Experiment process
1.Experimental group: (cooperative learning: STAD & Jigsaw II)2. Control group: (traditional learning)
Control variables1.Instructor2.Instructional time3.Teaching materials
& aids4. learners’
background
Dependent variables1. Learning achievement2. Learning
style preference3. Learning motivation
Participants
39 participants
English conversation class
Department of business
Studying English for more than six years
Participants Participants
6 males; 33 females
31
Two-year System College
Instruments
1. An academic achievement test1. An academic achievement test1. An academic achievement test1. An academic achievement test
2. A questionnaire2. A questionnaire2. A questionnaire2. A questionnaire
33. An English speaking evaluation form33. An English speaking evaluation form
4. An interview protocol4. An interview protocol4. An interview protocol4. An interview protocol
32
Academic achievement test
ListeningListening SpeakingSpeaking
( LTTC at elementary level )
Picture description
Statement response
Questions
( 20 mins )
Read passage
Repeat the words
Answer questions
( 5 mins )
33
Questionnaire
Questionnaire
Permission Consent form
Time Consent form: 5
Questionnaire: 15
1 2 3 4 5
strongly disagree strongly agree
34
Questionnaire
Part 3Part 1
Individual Background Survey
Perceptual Learning-style Preference
Learning Motivation
Part 2
35
Questionnaire
Perceptual Learning-style
Preference
Learning Motivation
Joy Reid ( 1995 ) Clement et al. ( 1994 )
28 items 20 items
Crobach’s alpha: .87 Crobach’s alpha: .95
36
Questionnaire
IBS
PLPQ
QLM
subscales
visual
auditory
tactile
kinesthetic
group
integrative
instrumental
motivational achieving
learning goal
age
gender
experiences
proficiency
37
QuestionnaireTable 1Samples of the questionnaire of individual
background survey
38
1. Gender: □(1)male □(2)female
2. Age: ____
3. In the English conversation class, I think the classroom atmosphere is
□(1)dull and tedious □(2) not so interesting □(3) no special feeling
□(4)interesting □(5) very interesting
4. In general, what language aspects do you think the most difficult when using English?
□(1) pronunciation □(2) grammar □(3) vocabulary
□(4) Listening
□(5) speaking □(6) reading □(7) writing
24
QuestionnaireTable 2
Samples of the questionnaire of perceptual learning-style preference1. When I read instructions, I remember them better.
1 2 3 4 5
2. I remember things I have heard in class better than things I have read. 1 2 3 4 5
3.
1 2 3 4 5
4. I learn more when I make something for a class project.
1 2 3 4 5
5. I get more work done when I work with others.
1 2 3 4 5
6. When I study alone, I remember things better.
1 2 3 4 5
I understand things better in class when I participated in role-playing.
39
QuestionnaireTable 3 Samples of the questionnaire of learning motivation
1. I want to make friends with foreigners.
1 2 3 4 5
2. I can understand English movies or TV programs. 1 2 3 4 5
3. I could learn more things that are related to the world of English. 1 2 3 4 5
40
Content:20%
Grammar:20%
Vocabulary:20%
Fluency:20%
Appropriateness: 20%
English speaking evaluation form
English Speaking Evaluatio
nForm
41
English speaking evaluation form
Two raters:
Class instructor
Experienced English institute for many years
Teaching English for more than 15 yearsExpertise on cooperative learning
42
Interview ProtocolExperimental group
Control group
Interviewee
Time
Tool
Language
43
2 high achievers 2 high achievers
2 intermediate achievers
2 intermediate achievers
2 low achievers 2 low achievers
15-20 mins
Tape- recorded
15-20 mins
Tape- recorded
Chinese Chinese
Interview Protocol Interview concern:
social and small group skills
4
group processing5
1 face to face interaction
2
positive interdependence11
individual accountability3
( Johnson, Johnson, & Holubec, 1993 ) 44
Interview ProtocolInterview Questions
1. 請您描述這學期英語會話課課堂教學策略的看法 ?Click to
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.談你理想中英語會話課的內容、本質和架構為何 ?( 目標互賴 : 你和小組組員努力去完成共同目標。例如 : 和組員說一個完整的故事。資料互賴 : 小組的組員每個人只有一部分的資訊、資源及教材,每個人必須整理資料後,才能完成小組的任務。角色互賴 : 在於分配小組中每個人有不同的任務,已達成小組共同目標。例如 : 紀錄、主持、報告等等 )
45
Experimental Design
Experimental Group:
Control Group:
ED
23 participants 16 participantsTraditional
learningCooperative
learningOne semester One semester
Two periods a week
Two periods a weekSame material Same material
Same instructor Same instructor
46
Heterogeneous grouping
No heterogeneous grouping
Students listen to and repeat dialogue. 1
Students work independently and compete with one another. 2
Control Group
The teacher is the instructor while students are listeners.33
Traditional learning:
47
Experimental GroupCooperative learning:
Jigsaw II
STAD (Student-
Team-Achieveme
nt- Divisions)
CL CL
48
STAD
STADSTAD
BB
EE
CC
DD
AAteacher’s lecture
team study
group recognition
class presentation
individual quizzes
49
Jigsaw II
teacher’s lecture cooperativ
e groups
preparation pairs
practice pairs
teamperformance
50
Data Collection
AAAA BBBB CCCC
The scores of academic achievementtests: listening &speaking
The results of questionnaire:learning style preference & learning motivation
Individualinterview: control & experimental group
51
Data AnalysisDescriptive Statistics
ANCOVA
Independent Samples Test
Constant Comparative
Analysis
Demographic Information
Post-test of the learning achievement (Q1)
The significant differences between two classes (Q2. Q3)
Interview (Q4. Q5)
52
Suggestions
1. There are some grammar errors.
2. The interview questions would be designed to the research questions directly.
53
Thank you for your attention!
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