| Summary: | 碩士 === 康寧大學 === 應用外語研究所 === 104 === Reading ability is regarded as the foundation of language learning. To achieve the best results in learning English, reading ability should be enchanced. However, in Taiwan, many elementary students do not achieve the English reading proficiency. This study attempted to explore the effects of using cooperative learning in an elementary school English program on improving students’ English reading comprehension and interaction of peer group. Cooperative learning has been pointed out in many studies to be effective pedagogy, and it provides many opportunities for students groups to have active communication and learning interaction in class.
The participants were 44 sixth graders from an elementary school in Chiayi County. The experimental group was taught by the integrated use of Student Teams-Achievement Divisions (STAD) cooperative learning for 14 weeks. Five instruments were employed, consisting of instructional materials, an English reading test, an interactive behaviors analysis list, a questionnaire of students’ opinions towards the STAD cooperative learning, and an instructional material unit test.
Three major findings of the study were as follows:
1. The use of STAD cooperative learning in an English program enhanced elementary students’ English reading comprehension significantly.
2. The use of STAD cooperative learning in an English program enhanced elementary students’ interaction. Group members demonstrated more positive interdependence.
3. Positive responses were displayed to the use of STAD cooperative learning in an English program.
Finally, some pedagogical implications were offered for the future researches.
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