應用合作學習在科技大學外語教學之成效

The Effectiveness of Applying Cooperative Learning to the EFL Classroom in a University of Technology

蔡幸渝(Shing-Yu Tsai)

指導教授 ： 李金玲

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2011年)

摘要

本研究主要目的在探討合作學習和傳 統授課對科技大學英語聽力及口語能力的成效和學習風格喜好及學習動機的差別。並且探討科技大學學生對第二外語學習在英語會話課的看法及影響第二外語學習的因素。研究對象為科技大學二年級兩班主修商業學生共39名，其中一班為實驗組16人，採用合作學習教學法；另一班為控制組 23人，授以傳統講授教學法。兩組所使用的教材相同，並由同一位教師授課，教學實驗為期一個學期。資料蒐集方式包括前、後測兩次成就測驗，問卷調查表、及深度訪談。資料分析方式為量化的單因子共變數分析及獨立平均數 t 考驗和質化的不斷比較分析法。歸納研究結果摘述如下：
一、 合作學習學生在英語聽力及口語後測表現上明顯優於傳統學習學生，且達
到統計的顯著差異。
二、 由問卷來看，合作學習的學生在「學習型態偏好」之量表和「學習動機」
之量表的平均數高於傳統學習的學生。
三、 參與者於訪談中透露對「學習教材」、「學習活動」、「學生能力」、「老師的教學策略」和「教學設備」五個層面，在英語學習課中，依同心圓學習理論達到共生共存、交互關係的一種「激勵之信念」的綜合觀點。
四、 影響參與者對英語學習觀點的主要因素則有：學習型態偏好及學習動機。
五、 參與者皆認為英語合作學習課應提供互動式和有意義的學習環境，使他們獲益良多，但因本身的英語能力不足所限，不能全程以英文進行溝通討論。

關鍵字

合作學習 ； 英語教學 ； 學習型態偏好 ； 學習動機

並列摘要

Using cooperative learning could be beneficial for engaging language learners in effective listening and speaking practice. This study investigated the effectiveness of cooperative learning class and traditional lecturing class on the listening and oral achievements of college students majoring in business. This research also examined the differences in conceptual learning style preferences and learning motivation among students in cooperative learning and traditional lecturing classes. In addition, the learning belief in the two different classes was collected through in-depth interviews. In this study, thirty-nine technological university students with a concentration in business were recruited. The researcher adopted the pretest-posttest nonequivalent-groups design. Four instruments were used: (a) a pre-test and a post-test to determine academic achievement in listening and speaking; (b) the questionnaires of perceptual learning style preferences adopted by Joy Reid (1995) and learning motivation adopted by Clement et al. (1994); (c) an English oral evaluation form; and (d) the interview protocol. The data was analyzed with Statistical Package Social Sciences (SPSS) version 13.0 for Windows for ANCOVA, independent samples tests. Constant comparative analysis was used to analyze data from the interviews. The major findings of this study are in the following:
1. The English listening and oral achievements of the cooperative learning class were significantly higher than that of the traditional lecturing class.
2. The cooperative learning class showed significantly better effects on increasing the learning motivation and learning style preferences compared with the traditional lecturing class.
3. According to participants’ expression in the interview, they revealed the importance of core and supplementary materials, learning activities, students’ English proficiency, teaching instructional strategies and teaching equipment. That is to say, participants believed that the success of an EFL class was based on students’ needs for relevant core and supplementary materials, learning activities that the teacher designed for the students, students’ English proficiency, teaching instructional strategies, and teaching equipment.
4. Factors affecting learner’s learning belief in the EFL class include the following: (a) learning style preferences and (b) motivation.
5. Participants all agreed with the benefits from interactive and meaningful learning in the EFL class. However, they also confessed the failure of using English for thorough communication due to their lower English proficiency.

並列關鍵字

learning motivation ； perceptual learning style preferences ； cooperative learning ； English teaching and learning

參考文獻

Chen, Y., & Lin, S. (2009). Exploring characteristics for effective EFL teachers from the perceptions of junior high school students in Tainan. STUT Journal of Humanities and Social Sciences 2, 219-249.

Kagan, S. (1994). Cooperative learning. Kagan Cooperative Learning Center.

Lin, P. (2005). The application of cooperative learning in vocational high school. Vocational Education Bimonthly, 24, 21-23.

Wang, R. J. (2008). The theoretical and practical study of communicative approach in southern Taiwan junior high schools: Based on professors’ teachers’ and students’ perspective. Unpublished master’s thesis, University of National Pintung Institute of Commerce, Taiwan.

Yang (2005). Correlations between English learning strategies and speaking ability of EFL junior high school students. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.