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Exploring the Reduction of Listening Anxiety and Promotion of Listening Comprehension Ability under the Teaching Mode of Cooperative Learning
Chen, Chun Lu
Yu, Ming Chung
Chen, Chun Lu
listening comprehension ability
|Issue Date:||2015-02-03 10:34:24 (UTC+8)|
This study is mainly to explore if the mode of cooperative learning can reduce junior high school students’ listening anxiety and promote their listening comprehension ability. The participants in this study were junior high school students from northern Taiwan. They were chosen from two homogeneous classes formulated by the normal s-style distribution. Two classes, decided as the control group and the experimental group, were the same in number, gender, background, listening anxiety as well as the listening comprehension ability. The control group was treated with the traditional mode of teaching listening: Students listened and wrote down their answers; the teacher gave answers and explanations. The experimental group was treated with the mode of cooperative learning: After students finished their listening practices, they exchanged notes and discussed answers by themselves. The initial fifteen minutes in every English class were employed to process the learning of cooperative learning four times a week. After twelve weeks, students in the two groups took the post-test of Foreign Language Listening Anxiety Scale and the listening comprehension test issued by Nan I Book Enterprise. Both instruments were measured by an independent-samples t-test. The result showed that the significant differences were attained in the listening anxiety. Nevertheless, the significant differences were not attained in the listening comprehension ability though the average score of the experimental group was higher than that of the control group. Besides, the qualitative data from the questionnaire also sustain the quantitative results. Hopefully, this study can serve as a reference for those teachers who would like to teach English listening comprehension by the mode of cooperative learning. Eventually, the researcher provided some directions to follow and some awkward situations to avoid for future studies based on the experimental process and results in this study.
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