合作學習對大專學生英語口語表達能力的成效及影響

A Study of Cooperative Learning in the College Speaking Classroom

陳芳萱(Fang-Hsuan Chen)

指導教授 ： 徐碧霙

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2008年)

摘要

在不同的教學領域上，合作學習不但是受肯定與重視的教學法，也是一個有效的學
習工具。本研究目的在探討合作學習對大專學生英語口語表達能力、學習態度/動機、
社交技巧及降低英語口說焦慮的成效及影響。
研究對象是中台灣朝陽科技大學應用外語系學生共六十名，其中一班為實驗組，授
以學生小組成就區分法(STAD)，小組遊戲競賽法(TGT)，及共同學習法(LT)三種合作學
習法；另一班為控制組，授以傳統授課法。
資料搜集方式包括合作學習問卷調查表，成就測驗前、後測，學生問卷以達到三角
驗證原則。資料分析方式為量化的描述統計及質化的內容分析法。
研究者預期合作學習可以幫助大專學生提升口語學習成就、學習態度/動機、社交
技巧及降低英語口說焦慮。學生對於學習態度/動機的認知會在學生訪談的研究結果中
進行探討。經實證研究，合作學習對學生有正面的學習成效。
研究結果顯示，台灣的大專英語課程應該實施合作學習法。最後，本研究也提出一
些未來教學上之應用與建議，供做未來合作學習英語教學與研究參考。

關鍵字

合作學習 ； 學生小組成就區分法 ； 小組遊戲競賽法 ； 共同學習法

並列摘要

Cooperative learning has been used as both an instructional method and as a learning
tool at various levels of education and in a variety of subject areas. The purpose of the present
study was to investigate how college students perceive the means of cooperative learning in
terms of English oral performance, learning attitudes/motivation, social skills, and the
lowering of their anxiety in regard to speaking English.
A total of 60 students, majoring in Applied Foreign Languages at Chaoyang University
of Technology in central Taiwan, voluntarily participated voluntarily in this study. The
experimental group was taught through the cooperative learning with the methods including:
Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), and
Learning Together (LT). The control group received lecture-based instruction.
The instruments used in the study were Students’ Perceptions of Cooperative Learning
Questionnaire, the speech performance pretest and posttest scores, and students’ interviews to
achieve methodological triangulation. Descriptive statistics and content analysis were used to
analyze the data.
The researcher predicted that cooperative learning would help college students to
enhance their English oral performance, learning attitudes/motivation, social skills and also
lower their anxiety in regard to speaking English. These findings were based on discussions
with students during their interviews, regarding their perceptions of college- level instruction
as well as their attitudes and motivations toward learning. The study concluded that
cooperative learning structures could generally yield positive outcomes for students.
A final conclusion was that cooperative learning should be integrated into English
instruction in Taiwan’s colleges. Pedagogical implications and the application of cooperative
learning in EFL teaching are recommended. Finally, suggestions for further studies are
provided at the end of the study.

並列關鍵字

Learning Together (LT) ； Teams-Games-Tournaments (TGT) ； cooperative learning ； Student Teams Achievement Division (STAD)

參考文獻

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Bok, E. L. (1986). Higher learning. Cambridge, MA: Harvard University Press.

Bowers, J. W. (1986). Classroom communication apprehension: A survey. Communication Education, 35(4), 372-378.

Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row.