proposal

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


The globalization trend has undoubtedly placed,

which makes English as the language for worldwide

communication.

4

( Falits & Hudelson, 1998; McCrum, MacNeil, & Cran, 2002 )


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


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 )


8

To investigate the effectiveness of cooperative learning for business major college students to develop curriculum and pedagogy modification

P1


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


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 )


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


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


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


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 )


interact in leadership

decision-making

trust-building

conflict-managements

Social and Small Group Skills

( Karrie & Jennifer, 2008 )

23


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


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


and learning motivation at the post-test

Post-test 1. Post-test on listening and

oral proficiency2. Two questionnaires on


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!

Education

proposal