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研究生:陳芳萱
研究生(外文):Fang-Hsuan Chen
論文名稱:合作學習對大專學生英語口語表達能力的成效及影響
論文名稱(外文):A Study of Cooperative Learning in the College Speaking Classroom
指導教授:徐碧霙徐碧霙引用關係
指導教授(外文):Pi-Ying Hsu
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:應用外語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2008
畢業學年度:97
語文別:英文
論文頁數:108
中文關鍵詞:合作學習學生小組成就區分法小組遊戲競賽法共同學習法
外文關鍵詞:Learning Together (LT)Teams-Games-Tournaments (TGT)cooperative learningStudent Teams Achievement Division (STAD)
相關次數:
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在不同的教學領域上,合作學習不但是受肯定與重視的教學法,也是一個有效的學
習工具。本研究目的在探討合作學習對大專學生英語口語表達能力、學習態度/動機、
社交技巧及降低英語口說焦慮的成效及影響。
研究對象是中台灣朝陽科技大學應用外語系學生共六十名,其中一班為實驗組,授
以學生小組成就區分法(STAD),小組遊戲競賽法(TGT),及共同學習法(LT)三種合作學
習法;另一班為控制組,授以傳統授課法。
資料搜集方式包括合作學習問卷調查表,成就測驗前、後測,學生問卷以達到三角
驗證原則。資料分析方式為量化的描述統計及質化的內容分析法。
研究者預期合作學習可以幫助大專學生提升口語學習成就、學習態度/動機、社交
技巧及降低英語口說焦慮。學生對於學習態度/動機的認知會在學生訪談的研究結果中
進行探討。經實證研究,合作學習對學生有正面的學習成效。
研究結果顯示,台灣的大專英語課程應該實施合作學習法。最後,本研究也提出一
些未來教學上之應用與建議,供做未來合作學習英語教學與研究參考。
Cooperative learning has been used as both an instructional method and as a learning
tool at various levels of education and in a variety of subject areas. The purpose of the present
study was to investigate how college students perceive the means of cooperative learning in
terms of English oral performance, learning attitudes/motivation, social skills, and the
lowering of their anxiety in regard to speaking English.
A total of 60 students, majoring in Applied Foreign Languages at Chaoyang University
of Technology in central Taiwan, voluntarily participated voluntarily in this study. The
experimental group was taught through the cooperative learning with the methods including:
Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), and
Learning Together (LT). The control group received lecture-based instruction.
The instruments used in the study were Students’ Perceptions of Cooperative Learning
Questionnaire, the speech performance pretest and posttest scores, and students’ interviews to
achieve methodological triangulation. Descriptive statistics and content analysis were used to
analyze the data.
The researcher predicted that cooperative learning would help college students to
enhance their English oral performance, learning attitudes/motivation, social skills and also
lower their anxiety in regard to speaking English. These findings were based on discussions
with students during their interviews, regarding their perceptions of college- level instruction
as well as their attitudes and motivations toward learning. The study concluded that
cooperative learning structures could generally yield positive outcomes for students.
A final conclusion was that cooperative learning should be integrated into English
instruction in Taiwan’s colleges. Pedagogical implications and the application of cooperative
learning in EFL teaching are recommended. Finally, suggestions for further studies are
provided at the end of the study.
ABSTRACT i
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
ACKNOWLEDGEMENTS i
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of the Problems 3
Purposes of the Study 5
Research Questions 5
Significance of the Study 6
Definition of Terms 7
Organization of the Study 9
CHAPTER TWO LITERATURE REVEIW 10
Introduction 10
Traditional Lecture-based Method 10
Theoretical Foundations of Cooperative Learning 12
Definition of Cooperative Learning 15
Features of Cooperative Learning 19
Three Main Cooperative Learning Methods 29
Teacher’s Role in Cooperative Learning 34
Research Findings on Cooperative Learning 35
Summary 38
CHAPTER THREE METHODOLOGY 39
Independent Variables and Dependent Variables 40
Participants 41
Instruments 42
Teaching Procedures 45
Pilot Study 48
Data Collection 49
Research Procedures 50
Data Analysis 54
CHAPTER FOUR RESULTS AND DISCUSSION 56
Introduction 56
Results of Statistical Analysis 56
Pretest and Posttest 56
Results of Questionnaire 59
Results of Students’ Interview 69
CHAPTER FIVE DISCUSSION AND CONCLUSIONS 80
Summary of Major Findings 80
Pedagogical Implications 84
Suggestions for Further Study 86
REFERENCES 88
APPENDIX A 99
APPENDIX B 102
APPENDIX C 105
APPENDIX D 107
Table 1 Comparison of Cooperative Learning and Traditional Learning 15
Table 2 T-test Results of Pre-test Speech Performance 57
Table 3 T-test Results of Post-test Speech Performance 58
Table 4 T-test Results of Pre-test in Students’ Perceptions toward English Learning Questionnaire 59
Table 5 T-test Results of Post-test in Students’ Perceptions toward English Learning Questionnaire 59
Table 6 The Experimental Group’s Responses toward Cooperative Learning on Oral Performance 61
Table 7 The Experimental Group’s Responses toward Cooperative Learning on English Learning Attitudes 64
Table 8 The Experimental Group’s Responses toward Cooperative Learning on Social Development 66
Table 9 The Experimental Group’s Responses toward Cooperative Learning on Lowering Anxiety 68
Figure 1 The flow chart of the study procedures 53
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