Please use this identifier to cite or link to this item:
標題: A Study of the Impact of Cooperative Learning on 7th Graders' Interpersonal Relationship and English Listening, Speaking, Reading and Writing Skills
合作學習對七年級學生人際關係的影響 及英文聽說讀寫能力之研究
作者: Hung-Ru Chen
關鍵字: cooperative learning;interpersonal relationship;English integrated skills;student learning experience;English as a Foreign Language (EFL) learner;合作學習;人際關係;英語整合技巧;學生學習經驗;英語為外語之學習者
引用: Aline, D. & Hosoda, Y. (2009). Orientation to language code and actions in group work. Canadian Journal of Applied Linguistics, 12 (1), 59-83. Andrini, B., & Kagan, S. (1990).Cooperative learning: A multi-structural approach, San Juan Capistrano, CA: Resources for Teachers, Inc. Aronson, E., Stephan, C., Sikes, J., Blaney, N., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage. Barkley, E., Cross, K. P., & Major, C. (2005). Collaboration learning techniques. San Francisco, CA: Jossey-Bass. Barnes, D. (1969). Language in the secondary classroom. In D. Barnes, J. Britton, & H. Rosen (eds.). Language, the learner, and the school. (pp. 11-76). Middlesex, U.K: Penguin Books. Bonk, C., Wisher, R., & Nigrelli, M. L. (2005). Learning communities, communities of practices: Principles, technologies and examples. In K. Littleton, D. Miell, & D. Faulkner (eds.). Learning to collaborate. (pp. 199-219). New York: Nova Science. Chen, C. C. (2015). A study on the effects of integrating digital materials into cooperative learning on junior high school students' learning attitude and cooperative skills toward mathematics. (Unpublished master thesis). University of Kang Ning. Tainan, Taiwan. Chen, H. C. (2014). The action research utilizing cooperative learning techniques in performing arts curriculum for improving junior high school students' attitude in respect and care. (Unpublished master thesis). National University of Tainan. Tainan, Taiwan. Chen, L. F. (2013). Classroom climate and language students' interest in learning. Chang Gung Journal of Science, 18, 61-84. Chen, R. Y., & Hird, B. (2006). Group work in the EFL classroom in China: A closer look. RELC Journal, 37 (1), 91-103. D'Arcangelo, M., & Kiernan, L. J. (1990). ASCD cooperative learning series: Teaching social skills. Alexandria, VA: Association for Supervision and Curriculum Development. Davis, B. G. (1993). Collaborative learning: Group work and study teams. In Tools for Teaching. San Francisco, CA: Jossey-Bass. Divaharan, S., & Atputhasamy, L. (2002). An attempt to enhance the quality of cooperative learning through peer assessment. Journal of Educational Enquiry, 3 (2), 72-83. Dooly, M. (2008). Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. (ed.). Bern, Switzerland: Peter Lang International Academic Publishers. Erwin, P. (1998). Friendship in childhood and adolescence. New York: John Wiley & Sons. Feng, H., Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50-58. Feng, H. P. (2014). Skill integration in an EFL writing classroom. Secondary Education, 65(3), 108-116. Gardner, R. C., Moorcroft, R., & Metford, J. (1989). Second language learning in an immersion programm: Factors influencing acquisition and retention. Journal of Language and Social Psychology, 8, 287-305. Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43, 281-301. Ghaith, G. (2004). Correlates of the implementation of the STAD cooperative learning method in the English as a foreign language classroom. International Journal of Bilingual Education & Bilingualism, 7(4), 279-294. Gillies, R., & Ashman, A. (1998). Behavior and interactions of children in cooperative groups in lower and middle elementary grades. Journal of Educational Psychology, 90, 746-757. Grabinger, S., & Dunlap, J. C. (2002). Problem-based learning as an example of active learning and student engagement. In T. M. Yakhno (ed.). Proceedings of the Second International Conference on Advances in Information Systems (pp. 375-384). London, UK: Springer-Verlag. Harper, J., Lively, M., & Williams, M. (2007). Principles of communicative language teaching and task-based instruction. In K. Brandl (ed.). Communicative language teaching in action: Putting principles to work. (pp.1-38). Upper Saddle River, NJ: Prentice Hall. Hmelo-Silver, C., E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review. 16(3), 235-266. Hsiang, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50-58. Johnson, D.W., Johnson, R.T., Holubec, E. J., & Roy, P. (1984). Circles of learning: Cooperation in the classroom. Arlington, VA: Association for Supervision and Curriculum Development. Johnson, D. W., & Johnson, F. P. (1975). Joining together and alone: Cooperation, competition, and individualization. Englewood Cliffs, NJ: Prentice-Hall. Johnson, D, W. & Johnson, R. T. (1978). Student cooperative, competitive, and individualistic attitudes, and attitudes towards schooling. Journal of Psychology, 100(2), 183. Johnson, D, W., Johnson, R. T. & Smith, K. A. (2006). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company. Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. In J. Thousand, A. Villa, & A. Nevin (eds.). Creativity and collaborative learning. Baltimore, MA: Brookes Press. Jung, I., Kudo, M. & Choi, S. K. (2012). Stress in Japanese learners engaged in online collaborative learning in English. British Journal of Educational Technology, 43(6), 1016-1029. Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning, 78, 39-47. Lapp, D., Flood, J., & Farman, N. (2005). Content area reading and learning: Instructional strategies. San Diego, CA: Routledge. Lamb, A. & Johnson, L. (2010). Bring back the joy: Creative teaching, learning, and librarianship. Teacher Librarian,38(2), 61-66. Liang, T. L. (2002). Implementing cooperative learning in EFL teaching: Process and effects. (Unpublished doctoral dissertation). National Taiwan Normal University. Taipei, Taiwan. Liao, Y. K. & Chang, C. C. (2013). The effect of PBL on student academic achievement and higher-order thinking ability: A meta-analysis. Contemporary Educational Research Quarterly, 21(4), 1-40. Lin, C. Y. (2012). A study of the relationship among raising attitude and interpersonal relationship of the superior in elementary schools in Ping-Tung County. (Unpublished master thesis). National Pingtung University of Education. Pingtung, Taiwan. Lin, H. L. (2010). A study of cooperative learning in the EFL conversation activities in junior high school. (Unpublished master thesis). National Taiwan University of Science and Technology. Taipei, Taiwan. Lin, J. T. (2009). A study of cooperative learning curriculum development of junior high school students' English writing. (Unpublished master thesis). National Dong-Hwa University. Hua-Lian County, Taiwan. Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66, 423-458. Lu, C. Y. (2009). The study of game-based cooperative learning into English remedial instruction for junior school. (Unpublished master thesis). National Chiayi University, Taiwan. Lu, M. Y. (2009). The effects of adopting CL of student's STAD on English learning motivation and achievement among the 8th grade students. (Unpublished master thesis). National Taichung University of Education. Taichung, Taiwan. Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (ed.), Mainstreaming digest. (pp. 109–113). College Park, MD: University of Maryland Press. Kuo, Y. C. (2015). A learning style-based grouping collaborative learning approach to improve EFL students' performance in English courses. Journal of Educational Technology & Society, 18(2), 284-298. Madden, L. (1988). Cooperative learning strategies in elementary school. Illinois School Research and Development, 24(2), 41-46. Magennis, S., & Farrell, A. (2005). Teaching and learning activities: Expanding the repertoire to support student learning. In G. O'Neill, S. Moore, & B. McMullin. Emerging issues in the practice of university learning and teaching, (p.45-53). Dublin: All Ireland Society for Higher Education/Higher Education Authority. McDougall, W. (1960). An introduction to social psychology (23rd ed.). London, UK: Methuen & Co. Mercer, N., Wegerif, R., & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25, 95-111. Mohamad, J. Z. A. (2012). EFL students' attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8(2), 119-134. Montano, D. E. & Kasprzyk, D. (2008). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. In K. Glanz, B. Rimer & K. Viswanath (eds.). Health behavior and health education: Theory, research, and practice. (p.67-96). San Francisco, CA: Jossey-Bass. Moon, J. (2010). Assessment: Learning journals and logs. Centre for Teaching & Learning, Good Practice in Teaching & Learning, University College Dublin. Muhammad, I. M., Tariq, M., & Muhammad, S. (November, 2007). Effect of cooperative learning on academic achievement of secondary grader students in mathematics. Paper presented at International Conference on Teaching and Learning, Putrajaya, Malaysia. Nesrin, Ö. & Nazlı, Y. (2004). The effect of learning together technique of cooperative learning method on student achievement in mathematics teaching 7th class of primary school. The Turkish Online Journal of Educational Technology, 3(7), 49-54. Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension -fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175. Pan, C. Y., & Wu, H. Y. (2013). The cooperative learning effects on English reading comprehension and learning motivation of EFL freshmen. Journal of English Language Teaching, 6(5), 13-27. Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611-621. Quinlan, M. A. (2012). A complete guide to rubrics: Assessment made easy for teachers of K-college. U.K.: Rowman & Littlefield. Rosenshine, B. & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research. 64(4), 479-530. Roth, W. M., & Bowen, G. M. (1995). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128. Salinas, M. F. (2008). From Dewey to Gates: A model to integrate psycho- educational principles in the selection and use of instructional technology. Computers & Education, 50(3), 652-660. Sarobol, N. (2012). Implementing cooperative learning in English language classroom: Thai university students' perceptions. International Journal of Interdisciplinary Social Sciences,6(10), 111-122. Schul, J. E. (2011). Revisiting an old friend: The practice and promise of cooperative learning for the twenty-first century. The Social Studies, 102, 88-93. Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group investigation. New York: Teachers College Press. Slattery, B. (2010). The effects of cooperative learning on a second year junior certificate science class. The Teaching Council. Slavin, R. E. (1977). How student learning teams can integrate the desegregated classroom. Integrated Education, 15, 5-58. Stevens, R. (2008). Cooperative learning. In N. Salkind (ed.). Encyclopedia of educational psychology. (pp. 188-194). Thousand Oaks, CA: Sage. Stockdale, S. L., & Williams, R. L. (2004). Cooperative learning groups at the college level: Differential effects on high, average, and low exam performers. Journal of Behavioral Education, 3(1), 37-50. Storz, C. (2002). Oral presentation skills: A practical guide. Institute National de Telecommunications. Evry, France: INT. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. New Jersey, U.S: Pearson Education. Trowler, V. (2010). Student engagement literature review. Heslington, York (England): The Higher Education Academy. Vernier, S., Barbuzza, S., Del Giusti, S., & Del Moral, G. (2008). The five language skills in the EFL classroom. Universidad Nacional de Cuyo. Retrieved from: Wang, T. P. (2007). The comparison of the difficulties between cooperative learning and traditional teaching methods in college English teachers. The Journal of Human Resource and Adult Learning, 3(2), 23-30. Wen, J. C. (2013). Action research on application of cooperative learning pedagogy: A case study of art-talented students in an EFL classroom in junior high school. (Unpublished master thesis). Ming Chuan University. Tao-Yuan County, Taiwan. Woolfolk, A. (2007). Educational psychology. (10th ed.). Boston, MA: Allyn & Bacon. Wu, X. Q. (2006). Communicative and traditional teaching in Taiwan: Students' views and factors influencing them. (Unpublished master thesis). National Tsing Hua University. Hsingchu, Taiwan. Zhao, Y., Zhang, M., & Sun, Y. (2011). Study on traditional teaching model innovation in network environment. In S. Lin, & X. Huang (eds.). Advances in Computer Science, Environment, Ecoinformatics, and Education, 216, 165-169.

Since twelve-year public education was implemented in 2014, cooperative learning (CL) had been considered one of the effective ways to facilitate students' learning and develop their portable abilities during their schooling. The purpose of the study was to understand the impact of CL on students' interpersonal relationship, the influence of CL on their English skills and the impact on students of various achievement groups. Thus, the following are the research questions:
1. What are the effects of CL on students' interpersonal relationships?
2. Can students who received CL improve their English listening, speaking, reading and writing skills?
3. What are the impacts of CL on the High-, Average- and Low-Achievers?
This research implemented CL in a 7th grade EFL class for 12 weeks in a given junior high school in Taichung. In addition, student learning experience survey, student interpersonal relationship scale, classroom observation sheet, student weekly journals, and mini-focused group interview were used as qualitative instruments to collect data throughout the research.
Finally, it was found that:
1.The effects of CL on students' interpersonal relationships are positive.
2.Students who received cooperative learning increase their reading, writing and speaking skills. There was no statistically significant difference on listening tests though.
3.The impacts of CL on the High-, Average- and Low-Achievers are positive.
Based on the results of the study, several recommendations were provided for English teachers, school administration and future studies.
Rights: 同意授權瀏覽/列印電子全文服務,起公開。
Appears in Collections:教師專業發展研究所

Files in This Item:
File SizeFormat Existing users please Login
nchu-104-7102082007-1.pdf8.13 MBAdobe PDFThis file is only available in the university internal network    Request a copy
Show full item record

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.