Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/136672| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 許麗媛 | zh_TW |
| dc.contributor.advisor | Hsu, Li-Yuan | en_US |
| dc.contributor.author | 徐曉潔 | zh_TW |
| dc.contributor.author | Hsu, Siao-Jie | en_US |
| dc.creator | 徐曉潔 | zh_TW |
| dc.creator | Hsu, Siao-Jie | en_US |
| dc.date | 2021 | en_US |
| dc.date.accessioned | 2021-08-04T08:24:10Z | - |
| dc.date.available | 2021-08-04T08:24:10Z | - |
| dc.date.issued | 2021-08-04T08:24:10Z | - |
| dc.identifier | G0106951011 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/136672 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 106951011 | zh_TW |
| dc.description.abstract | 本研究旨在探究分組合作學習應用於增進台灣國中生聽力理解之成效和降低學生對於英語聽力之焦慮感之成效，以及學生對分組合作學習的看法。研究參與對象來自北台灣某公立國中七年級兩個常態編班之班級，並分別設定為控制組及實驗組，控制組有29人，而實驗組有22人，進行為期10週的聽力課程，控制組採用傳統式聽力教學，而實驗組接受分組合作學習練習聽力，實驗中比較課程前後學生之英語聽力理解及英語聽力焦慮感之差異。研究工具有自編英語聽力理解測驗、中文版外語聽力焦慮量表、分組合作學習問卷、結構性訪談稿，資料處理方式包含量化和質性分析。研究結果發現實驗組及控制組之聽力理解皆有顯著性進步，而實驗組的後測分數又高於控制組，且有顯著性差異；聽力焦慮感方面，焦慮量表後測顯示實驗組學生的聽力焦慮感並未減低，但於訪談及問卷中，許多學生有表示分組合作學習對於降低聽力焦慮感有幫助。此外，綜觀訪談及分組合作學習問卷之回應，發現學生對於此教學法有高度正向的回應。最後，根據研究結果，本研究提出對於分組合作學習教學及研究相關建議，希望作為英語教師對於分組合作學習及研究之參考。 | zh_TW |
| dc.description.abstract | This study explored the effects of cooperative learning on junior high school students’ English listening comprehension and anxiety. Students’ perceptions towards cooperative learning were also investigated. 61 participants consisted of two classes of seventh graders from a public school in Northern Taiwan, with 22 in the experimental group and 29 in the control group. The experimental group received cooperative instruction in listening class, while the control group was instructed through traditional teaching method. The experiment was conducted for 10 weeks in 10 class periods. The students’ listening comprehension and anxiety before and after the instruction of the two groups were examined. Data were collected from a self-designed listening comprehension test, Foreign Language Listening Anxiety Scale (FLLAS), a questionnaire about cooperative learning and a group interview. Quantitative and qualitative analyses were used. The results presented that students in the experimental group significantly outperformed those in the control group in terms of listening comprehension test scores. Then, the quantitative data collected from the FLLAS showed no significant difference for two groups before and after the instruction, though the students in experimental group expressed they felt less anxious during cooperative instruction in the group interview and the questionnaire. Furthermore, the findings from the interview and the questionnaire indicated the experimental group had highly positive perceptions towards cooperative learning. Last, based on the findings, some suggestions of applying cooperative instruction in teaching listening and research are provided. | en_US |
| dc.description.tableofcontents | Table of Contents V\nChinese Abstrct IX\nEnglish Abstract X\nCHAPTER ONE: INTRODUCTION 1\nBackground and Motivation of the Study 1\nPurpose of the Study and Research Questions 3\nCHAPTER TWO: LITERATURE REVIEW 5\nListening Comprehension 5\nThe Factors Affecting Listening Comprehension 6\nLearning Anxiety 6\nListening Anxiety 7\nCooperative Learning 8\nDefinition of Cooperative Learning 8\nBasic Elements of Cooperative Learning 8\nTechniques of Cooperative Learning 9\nPositive Outcomes of Cooperative Learning 10\nCooperative Learning in the EFL Classroom 11\nCHAPTER THREE: METHODOLOGY 15\nParticipants 15\nInstruments 16\nThe Instructional Materials 16\nThe Listening Test 20\nThe Foreign Language Listening Anxiety Scale (FLLAS) 21\nQuestionnaire about Cooperative Learning 21\nThe Interview Guidelines 22\nProcedure 23\nData Analysis 24\nCHAPTER FOUR: RESULTS 27\nStudents’ Listening Comprehension 27\nThe Pretest of Control Group and Experimental Group 27\nThe Posttest of Control Group and Experimental Group 28\nThe Pretest and Posttest of Experimental Group 28\nThe Pretest and Posttest of Control Group 29\nStudents’ Foreign Language Listening Anxiety 30\nThe Pretest of Control Group and Experimental Group 31\nThe Posttest of Control Group and Experimental Group 31\nThe Pretest and Posttest of Experimental Group 32\nThe Pretest and Posttest of Control Group 33\nStudents’ Perception toward Cooperative learning 33\nThe Results of Questionnaire about Cooperative Learning 34\nThe Results of Group Interviews 38\nCHAPTER FIVE: DISCUSSION AND CONCLUSION 47\nMajor Findings and Discussion 47\nThe Effects on Junior High School Students’ Listening Comprehension 48\nThe Effects on Junior High School Students’ Listening Anxiety 51\nJunior High School Students’ Perceptions toward Cooperative Learning 52\nPedagogical Implications 54\nLimitations and Suggestions for Further Research 56\nREFERENCES 59\nAPPENDIX A 63\nAPPENDIX B 68\nAPPENDIX C 70\nAPPENDIX D 71\n\nLists of Tables\nTable 3.1 Design and Overall Procedure of the study 23\nTable 3.2 The Timetable of the Experiment 24\nTable 4.1 Listening Comprehension Pretest of Two Groups 28\nTable 4.2 Listening Comprehension Posttest of Two Groups 28\nTable 4.3 Listening Comprehension Pretest and Posttest of Experimental Group 29\nTable 4.4 Listening Comprehension Pretest and Posttest of Control Group 29\nTable 4.5 FLLAS pretest of two groups 31\nTable 4.6 FLLAS Posttest of Two Groups 32\nTable 4.7 FLLAS Pretest and Posttest of Experimental Group 32\nTable 4.8 FLLAS Pretest and Posttest of Control Group 33\nTable 4.9 the Mean, Standard Deviation and Rank of Each Item 34\nTable 4.10 Students’ Responses towards Cooperative Learning (1) 35\nTable 4.11 Students’ Responses towards Cooperative Learning (2) 37 | zh_TW |
| dc.format.extent | 1174784 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0106951011 | en_US |
| dc.subject | 分組合作學習 | zh_TW |
| dc.subject | 英文聽力 | zh_TW |
| dc.subject | 聽力焦慮感 | zh_TW |
| dc.subject | Cooperative learning | en_US |
| dc.subject | Listening comprehension | en_US |
| dc.subject | Listening anxiety | en_US |
| dc.title | 合作學習對於國中生聽力理解及焦慮感之效益 | zh_TW |
| dc.title | The Effects of Cooperative Learning on Junior High School Students` English Listening Comprehension and Anxiety | en_US |
| dc.type | thesis | en_US |
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The impacts of cooperative learning on oral proficiency. Mediterranean journal of social sciences, 3(3), 75-79.\nUnderwood, M. (1989). Teaching listening. Addison-Wesley Longman Ltd.\nVogely, A. J. (1998). Listening comprehension anxiety: Students` reported sources and solutions. Foreign Language Annals, 31(1), 67-80.\nWatson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of consulting and clinical psychology, 33(4), 448.\nYagang, F. (1994) Listening: Problems and solutions. In T. Kral (ed.) Teacher Development: Making the Right Moves. Washington, DC: English Language Programs Divisions, USIA\nZhou, H. (2012). Enhancing non-English majors’ EFL motivation through cooperative learning. Procedia environmental sciences, 12, 1317-1323. | zh_TW |
| dc.identifier.doi | 10.6814/NCCU202100999 | en_US |
| item.cerifentitytype | Publications | - |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.grantfulltext | embargo_20260721 | - |
| item.openairetype | thesis | - |
| item.fulltext | With Fulltext | - |
| Appears in Collections: | 學位論文 | |
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