本研究旨在探究分組合作學習應用於增進台灣國中生聽力理解之成效和降低學生對於英語聽力之焦慮感之成效，以及學生對分組合作學習的看法。研究參與對象來自北台灣某公立國中七年級兩個常態編班之班級，並分別設定為控制組及實驗組，控制組有29人，而實驗組有22人，進行為期10週的聽力課程，控制組採用傳統式聽力教學，而實驗組接受分組合作學習練習聽力，實驗中比較課程前後學生之英語聽力理解及英語聽力焦慮感之差異。研究工具有自編英語聽力理解測驗、中文版外語聽力焦慮量表、分組合作學習問卷、結構性訪談稿，資料處理方式包含量化和質性分析。研究結果發現實驗組及控制組之聽力理解皆有顯著性進步，而實驗組的後測分數又高於控制組，且有顯著性差異；聽力焦慮感方面，焦慮量表後測顯示實驗組學生的聽力焦慮感並未減低，但於訪談及問卷中，許多學生有表示分組合作學習對於降低聽力焦慮感有幫助。此外，綜觀訪談及分組合作學習問卷之回應，發現學生對於此教學法有高度正向的回應。最後，根據研究結果，本研究提出對於分組合作學習教學及研究相關建議，希望作為英語教師對於分組合作學習及研究之參考。

This study explored the effects of cooperative learning on junior high school students’ English listening comprehension and anxiety. Students’ perceptions towards cooperative learning were also investigated. 61 participants consisted of two classes of seventh graders from a public school in Northern Taiwan, with 22 in the experimental group and 29 in the control group. The experimental group received cooperative instruction in listening class, while the control group was instructed through traditional teaching method. The experiment was conducted for 10 weeks in 10 class periods. The students’ listening comprehension and anxiety before and after the instruction of the two groups were examined. Data were collected from a self-designed listening comprehension test, Foreign Language Listening Anxiety Scale (FLLAS), a questionnaire about cooperative learning and a group interview. Quantitative and qualitative analyses were used. The results presented that students in the experimental group significantly outperformed those in the control group in terms of listening comprehension test scores. Then, the quantitative data collected from the FLLAS showed no significant difference for two groups before and after the instruction, though the students in experimental group expressed they felt less anxious during cooperative instruction in the group interview and the questionnaire. Furthermore, the findings from the interview and the questionnaire indicated the experimental group had highly positive perceptions towards cooperative learning. Last, based on the findings, some suggestions of applying cooperative instruction in teaching listening and research are provided.

Table of Contents V
Chinese Abstrct IX
English Abstract X
CHAPTER ONE: INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study and Research Questions 3
CHAPTER TWO: LITERATURE REVIEW 5
Listening Comprehension 5
The Factors Affecting Listening Comprehension 6
Learning Anxiety 6
Listening Anxiety 7
Cooperative Learning 8
Definition of Cooperative Learning 8
Basic Elements of Cooperative Learning 8
Techniques of Cooperative Learning 9
Positive Outcomes of Cooperative Learning 10
Cooperative Learning in the EFL Classroom 11
CHAPTER THREE: METHODOLOGY 15
Participants 15
Instruments 16
The Instructional Materials 16
The Listening Test 20
The Foreign Language Listening Anxiety Scale (FLLAS) 21
Questionnaire about Cooperative Learning 21
The Interview Guidelines 22
Procedure 23
Data Analysis 24
CHAPTER FOUR: RESULTS 27
Students’ Listening Comprehension 27
The Pretest of Control Group and Experimental Group 27
The Posttest of Control Group and Experimental Group 28
The Pretest and Posttest of Experimental Group 28
The Pretest and Posttest of Control Group 29
Students’ Foreign Language Listening Anxiety 30
The Pretest of Control Group and Experimental Group 31
The Posttest of Control Group and Experimental Group 31
The Pretest and Posttest of Experimental Group 32
The Pretest and Posttest of Control Group 33
Students’ Perception toward Cooperative learning 33
The Results of Questionnaire about Cooperative Learning 34
The Results of Group Interviews 38
CHAPTER FIVE: DISCUSSION AND CONCLUSION 47
Major Findings and Discussion 47
The Effects on Junior High School Students’ Listening Comprehension 48
The Effects on Junior High School Students’ Listening Anxiety 51
Junior High School Students’ Perceptions toward Cooperative Learning 52
Pedagogical Implications 54
Limitations and Suggestions for Further Research 56
REFERENCES 59
APPENDIX A 63
APPENDIX B 68
APPENDIX C 70
APPENDIX D 71

Lists of Tables
Table 3.1 Design and Overall Procedure of the study 23
Table 3.2 The Timetable of the Experiment 24
Table 4.1 Listening Comprehension Pretest of Two Groups 28
Table 4.2 Listening Comprehension Posttest of Two Groups 28
Table 4.3 Listening Comprehension Pretest and Posttest of Experimental Group 29
Table 4.4 Listening Comprehension Pretest and Posttest of Control Group 29
Table 4.5 FLLAS pretest of two groups 31
Table 4.6 FLLAS Posttest of Two Groups 32
Table 4.7 FLLAS Pretest and Posttest of Experimental Group 32
Table 4.8 FLLAS Pretest and Posttest of Control Group 33
Table 4.9 the Mean, Standard Deviation and Rank of Each Item 34
Table 4.10 Students’ Responses towards Cooperative Learning (1) 35
Table 4.11 Students’ Responses towards Cooperative Learning (2) 37

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