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首页> 外文学位 >Effects of cooperative learning on motivation, learning strategy utilization, and grammar achievement of English language learners in Taiwan.
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Effects of cooperative learning on motivation, learning strategy utilization, and grammar achievement of English language learners in Taiwan.

机译：合作学习对台湾英语学习者的动机，学习策略运用和语法成绩的影响。

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摘要

To examine the effects of cooperative learning on EFL students in Taiwan, a 12-week quasi-experimental pretest-posttest comparison group research study was designed. Two college classes (42 students each) in Taiwan participated in the study, one receiving grammar instruction through cooperative learning and the other through whole-class teaching. Three specific research questions guided the study. The first looked at effects of cooperative learning on motivation, the second on out-of-class strategy use, and the third on grammar achievement. Additional exploratory questions examined these results across subgroups within each class as well as the relationships between the dependent variables. Data were collected via learners' pretest and posttest scores on the dependent variables. The data were analyzed with MANCOVAs, one- and two-way ANCOVAs, simple effects, and Pearson correlations.; Cooperative learning was found to have large positive effects on motivation and strategy use, and medium-to-large positive effects on grammar achievement. Overall, the findings indicated a consistent pattern in favor of cooperative learning over whole-class instruction in teaching the Taiwanese learners English grammar. The results of the exploratory questions indicated that cooperative learning facilitated motivation and strategy use of learners across all subgroups, but more so with those performing at higher and lower levels. Grammar achievement of learners at higher and lower levels was affected positively. Additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. Implications for future research and for curriculum and instruction are addressed.
机译：为了检验合作学习对台湾EFL学生的影响，设计了一个为期12周的准实验前测后测比较组研究。台湾有两个大学班级（每个班级42名学生）参加了这项研究，其中一个通过合作学习接受语法指导，另一个通过全班教学接受语法指导。三个具体的研究问题指导了这项研究。第一个研究合作学习对动机的影响，第二个研究课外策略的使用，第三个研究语法成就。其他探索性问题检查了每个类别中各个子组的这些结果以及因变量之间的关系。通过学习者对因变量的前测和后测分数收集数据。用MANCOVA，单向和双向ANCOVA，简单效应和Pearson相关性分析数据。合作学习被发现对动机和策略运用有很大的积极影响，对语法成就有中等到很大的积极影响。总体而言，调查结果表明，在台湾学习者英语语法教学中，合作学习优于全班教学的模式是一致的。探索性问题的结果表明，合作学习促进了所有子组学习者的动机和策略使用，但在较高和较低水平的学习者中更是如此。较高和较低水平的学习者的语法成绩受到积极影响。其他分析还表明，合作学习对较高认知水平的学习有积极影响。解决了对未来研究以及课程和教学的影响。

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  • 作者

    Liao, Hui-Chuan.;

  • 作者单位

    University of New Orleans.;

  • 授予单位 University of New Orleans.;
  • 学科 Education Language and Literature.; Education Bilingual and Multicultural.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 287 p.
  • 总页数 287
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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