合作學習對國民中學學生英語學習之影響 － 以臺北縣立大大國中為例
Abstract
本研究旨在探討合作學習對國民中學學生英語學習成效、態度與動機的影響。為達成上述目的，本研究採不等組前後測設計實驗法，進行資料之蒐集。實驗對象為臺北縣大大國中七年級兩個班共57位學生，分為實驗組與控制組，自2010年2月22日起進行為期五週的實驗教學。實驗組採合作學習之小組遊戲競賽法來學習英語，控制組則以傳統教學法進行英語教學。並以學校段考、聽力測驗及英語科學習狀況問卷為研究工具，探究合作學習對學生英語學習之影響。本研究主要發現如下：
壹、合作學習未明顯提昇國民中學學生英語聽力與紙筆測驗學習成效
貳、合作學習有效提昇國民中學學生英語學習動機
參、合作學習確有助提昇國民中學學生英語學習態度
肆、合作學習能有效提昇國民中學高成就群與中成就群學生之英語聽力學習成效
伍、合作學習有效提昇國民中學高成就群與中成就群學生之英語學習動機
陸、合作學習有效提昇國民中學高成就群、中成就群學生與低成就群學生之英語學習態度
柒、國民中學學生對英語科合作學習多為正向支持的高滿意度
本研究根據研究結果分別對教育主管機關、行政、英語教學及未來研究提出參考建議。
The purpose of this study was aimed to analyze and evaluate the effects of cooperative learning on English learning motivation, attitude and effect of Junior High School student. Field experiment was administered to collect pertinent data. The experimental group which learned English by means of cooperative learning while the control one did by the traditional grammar-translation learning. The subjects are fifty seven 7th graders in Ta-Ta Junior High School students in Taipei County. The tools of research and method of data collection included ” English Achievement Test ”, “ English Listening Comprehension Test ” , “ Rating Standards of English Learning ” , “Rating Standards of English Learning Attitude” , and students’ reaction in experimental group by feedback questionnaires of cooperative learning. According to the above mentioned, some conclusions were inducted as follows. 1. Cooperative learning had significant immediate effects on English learning motivation. 2. Cooperative learning was proven to promote students’ English learning attitudes. 3. Cooperative learning didn’t have significant immediate effects on English Listening and achievement test. 4. Cooperative learning had significant immediate effects on English learning motivation of high and medium level students. 5. Cooperative learning was proven to promote different levels of students’ attitudes. 6. Cooperative learning had significant immediate effects on English Listening effect of high and medium level students. 7. Most of the students considered that cooperative learning was beneficial to enhance their English learning, and they were quite satisfied with it. Based on the conclusions, some suggestions were offered for the educational authorities, the institutes for teacher education, the English teacher, and the further researchers.
The purpose of this study was aimed to analyze and evaluate the effects of cooperative learning on English learning motivation, attitude and effect of Junior High School student. Field experiment was administered to collect pertinent data. The experimental group which learned English by means of cooperative learning while the control one did by the traditional grammar-translation learning. The subjects are fifty seven 7th graders in Ta-Ta Junior High School students in Taipei County. The tools of research and method of data collection included ” English Achievement Test ”, “ English Listening Comprehension Test ” , “ Rating Standards of English Learning ” , “Rating Standards of English Learning Attitude” , and students’ reaction in experimental group by feedback questionnaires of cooperative learning. According to the above mentioned, some conclusions were inducted as follows. 1. Cooperative learning had significant immediate effects on English learning motivation. 2. Cooperative learning was proven to promote students’ English learning attitudes. 3. Cooperative learning didn’t have significant immediate effects on English Listening and achievement test. 4. Cooperative learning had significant immediate effects on English learning motivation of high and medium level students. 5. Cooperative learning was proven to promote different levels of students’ attitudes. 6. Cooperative learning had significant immediate effects on English Listening effect of high and medium level students. 7. Most of the students considered that cooperative learning was beneficial to enhance their English learning, and they were quite satisfied with it. Based on the conclusions, some suggestions were offered for the educational authorities, the institutes for teacher education, the English teacher, and the further researchers.
Description
Keywords
合作學習, 英語學習態度, 英語學習動機, Cooperative learning, English learning attitudes, English learning motivation