| dc.contributor.advisor | 劉雪珍 | zh_TW |
| dc.contributor.advisor | Liu,Cecilia H.C. | en_US |
| dc.contributor.author (Authors) | 邵敏惠 | zh_TW |
| dc.contributor.author (Authors) | Shao,Min-huei | en_US |
| dc.creator (作者) | 邵敏惠 | zh_TW |
| dc.creator (作者) | Shao,Min-huei | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 14-Sep-2009 12:17:37 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 12:17:37 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 12:17:37 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0919510142 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31816 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 91951014 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 本研究的研究目的是提供英文老師如何在課堂上有效運用合作教 學，並提供老師在處理合作學習分組上一些適當、 有用的建議。本研究以一班台北市高職二年級學生為對象，以四種合作教學法應用在他們英文課上，並將實驗劃分為兩階段—同質學習能力小組及異質學習能力小組。藉此探討不同學習能力的學生對不同能力分組方式，有何感受及差異。此外，本論文亦深入探討合作學習在學生情意領域上的影響， 比照他們在不同分組階段後的感受及成效。 資料蒐集方式包括兩份主要問卷調查，分別於不同分組階段後實施，及學生週誌、課堂觀察、及訪談。資料分析方式為量化的描述性統計及質化內容分析法。研究結果摘要如下： 一. 高成就學生偏好同質學習能力分組，並在社會技巧及英語學習上，顯著優於其他同學。 二. 低成就學生偏好異質學習能力分組，實施合作教學後，對於學習意願、上課態度上，有明顯進步。 三. 實施合作教學後，大部分學生在英語學習、學習興趣、態度、及社會技巧、人際關係上，皆有提升。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of the study is to examine the effect of different groupings of Cooperative Learning on an English class of vocational high school students in Taiwan. Cooperative Learning is one of the teaching techniques applied in EFL classrooms, proved to be effective in promoting students’ academic achievement, affective domain as well as improving students’ interpersonal relationship. Although many EFL teachers in Taiwan have adopted cooperative learning to their teaching, not all of them paid attention to the grouping criteria. This study aims to investigate which ability grouping, heterogeneous or homogeneous, can bring most benefits to the students in their English learning and affective domain. In other words, this study tries to probe in the effectiveness of cooperative learning, by students’ perception, whether their learning attitude, achievement and social skills are enhanced through cooperative learning. And the relationship between different ability levels of the students and their preference for different groupings is also investigated. The grouping criteria, based on the participants’ academic achievement, divide the experiment into two stages—heterogeneous grouping and homogeneous grouping. Four cooperative learning methods are applied in the class—Students Team Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT) and Jigsaw. Forty-two students, taught by the researcher, from the 2nd year class at a vocational high school in Taipei, have participated in this study. By conducting questionnaires after the two stages of different groupings and oral interviews at the end of the experiment, the researcher collected and analyzed the data. The findings of the study indicate that high-ability students prefer to work with the similar-ability peers, while low-ability ones prefer to work in heterogeneous groups. The participants are positive toward the effectiveness of cooperative learning in promoting their English learning, learning attitude and social skills. By running SPSS, the statistical results also show significant difference that high-achieving students are satisfied with the improvement of their social skills and English learning more than the students of other levels when they are placed in homogeneous groups. The study not only provides EFL teachers with an effective framework of applying cooperative learning in English class, but also offers teachers appropriate and useful suggestion in adopting different groupings. Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study. | en_US |
| dc.description.tableofcontents | Acknowledgement iii Table of Contents iv List Of Tables vii Chinese Abstract viii English Abstract ix CHAPTER ONE 1 INTRODUCTION 1 1.1 Motivation 1 1.2 Purpose of the Study 5 1.3 Research Questions 6 1.4 Significance of the Study 6 1.5 Definition of Terms 8 CHAPTER TWO 10 LITERATURE REVIEW 10 2.1 Theoretical Basis of Cooperative Learning 10 2.1.1 Motivational perspectives 11 2.1.2 Social cohesion perspectives 12 2.1.3 Cognitive perspective 12 2.2 The Effectiveness of Cooperative Learning 15 2.3 The Elements of Cooperative Learning 16 2.3.1 Positive Interdependence 16 2.3.2 Individual and Group Accountability 17 2.3.3 Face-to-Face Promotive Interaction 18 2.3.4 Interpersonal and Small-Group Skills 19 2.3.5 Group Processing 20 2.3.6 Cooperative Learning Groups vs. Traditional Classroom Learning Groups 21 2.4 Cooperative Learning Methods in the Study 22 2.4.1 Student Teams Achievement Division (STAD) 23 2.4.2 Teams-Games-Tournaments (TGT) 23 2.4.3 Jigsaw 25 2.4.4 Learning Together (LT) 26 2.5 Ability Grouping 28 2.5.1 Heterogeneous-ability Groups 29 2.5.2 Homogeneous-ability groups 30 CHAPTER THREE 32 METHODOLOGY 32 3.1 Subjects 32 3.2 Teaching Material 34 3.3 Instrument 34 3.3.1 The Questionnaire of Students’ Personal Feelings about Cooperative Learning 35 3.3.2 Oral Interview, Classroom Observation, & Students’ Journal 35 3.4 Teaching Procedure 36 3.4.1 The First Stage 37 3.4.1.1 Heterogeneous-ability Grouping Process 37 3.4.1.2 Before the lesson—Basic CL principles instruction 39 3.4.1.3 During the Lesson 39 3.4.1.4 After the Lesson 43 3.4.2 The Second Stage 45 3.4.2.1 Homogeneous-ability Grouping Process 45 3.4.2.2 Before the lesion—Basic CL principles instruction 46 3.4.2.3 During the Lesson 46 3.4.2.4 After the Lesson 50 3.5 Data Analysis 51 CHAPTER FOUR 52 RESULTS AND DISCUSSIONS 52 4.1 Results of Questionnaires 53 4.1.1 The Results of the Questionnaire for the First Stage 54 4.1.2 The Results of the Questionnaire for the Second Stage 66 4.2 Discussion of Research Questions 76 4.2.1 The Effects of Cooperative Learning on High/Intermediate/Low achievers 77 4.2.1.1 The Effects of Heterogeneous-ability Grouping 77 4.2.1.2 The Effects of Homogeneous-ability Grouping 80 4.2.2 The Effects of Cooperative Learning on the Subjects in Affective Domain 84 4.2.3 The Effects of Cooperative Learning on the Subjects in Academic Domain 85 CHAPTER FIVE 87 CONCLUSIONS 87 5.1 The Conclusions of the Study 87 5.2 The Implications of the Study 90 5.3 The Limitations of the Study 91 5.4 The Suggestions of the Study 94 REFERENCES 96 Appendix A 101 合作學習問卷調查(I) 101 Appendix B 104 Questionnaire (I): 104 Appendix C 106 合作學習問卷調查 (II) 106 Appendix D 109 Questionnaire (II): 109 Appendix E 111 Questions for Oral Interview 111 Appendix F 112 (The Team Observatory Sheet) 112 Appendix G 113 (The Team Scoring Sheet) 113 Appendix H 114 學生週誌 Weekly Journal 114 Appendix I 115 Basic CL principles instruction 115 Appendix J 116 Worksheet for L3—The Giant Panda 116 Appendix K 117 Tips for Expert Groups 117 Appendix L 118 Learning Together Activity for L.3 118 Appendix M 119 Worksheet for L7- Chinese Food 119 List Of Tables Table 2.1 Traditional Classroom Learning Groups versus Cooperative Learning Groups 22 Table 3.1 Heterogeneous Grouping Process 37 Table 3.2 Homogeneous Grouping Process 45 Table 4.1 The students’ responses to CL on English learning (I) 55 Table 4.2 The students’ responses to CL on learning attitude (I) 56 Table 4.3 The students’ responses to CL on social skills (I) 58 Table 4.4 The students’ responses to CL on heterogeneous grouping (I) 60 Table 4.5 The advantages and disadvantages of a heterogeneous-ability grouping 62 Table 4.6 The advantages and disadvantages of the cooperative learning classroom. 64 Table 4.7. The Influences on the students through CL 65 Table 4.8 Suggestions for the CL class 66 Table 4.9 The students’ responses to CL on English learning (II) 67 Table 4.10 The students’ responses to CL on learning attitude (II) 68 Table 4.11 The students’ responses to CL on social skills (II) 69 Table 4.12 The students’ responses to CL on homogeneous grouping (II) 71 Table 4.13 The advantages and disadvantages of homogeneous-ability grouping 73 Table 4.14. The preferences for grouping for future CL classroom 76 Table 4.15 The Chi-Square Results with Significant Difference for the First Questionnaire 78 Table 4.16 Analysis of Variance of the Subjects’ scores on Social Skills for the 1st Questionnaire 79 Table 4.17 Multiple Comparisons on Social Skills 79 Table 4.18 The Chi-Square Results with Significant Difference for the Second Questionnaire 79 Table 4.19 Analysis of Variance of the Subjects’ scores on English Learning, Homogeneous Activity and Social Skills of the 2nd Questionnaire 79 Table 4.20 Multiple Comparisons on English Learning and Homogeneous Activity 79 Table 4.21 T-Test Results on the Comparison of the Subjects in English Learning, Learning Attitude and Social Skills 79 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0919510142 | en_US |
| dc.subject (關鍵詞) | 合作教學 | zh_TW |
| dc.subject (關鍵詞) | 分組學習 | zh_TW |
| dc.subject (關鍵詞) | cooperative learning | en_US |
| dc.subject (關鍵詞) | ability grouping | en_US |
| dc.subject (關鍵詞) | heterogeneous grouping | en_US |
| dc.subject (關鍵詞) | homogeneous grouping | en_US |
| dc.title (題名) | The Effectiveness of Various Ability Groupings in an EFL Cooperative Learning Classroom | zh_TW |
| dc.type (資料類型) | thesis | en |
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