Cooperative Learning Applied to English Teaching – A Case of Fourth Graders

• Main Authors: CHANG, HSIU-LUN, 張秀倫
• Other Authors: CHOU, CHIH-LUNG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/fqas8w

碩士 === 華夏科技大學 === 資訊管理系碩士在職專班 === 107 === The purpose of this study is to clarify the effect of the cooperative learning on the fourth grade students’ learning interest in English teaching when it is applied to English teaching courses and to discover the differences of English teaching methods on students’ learning achievement, opinions about English teaching by cooperative learning, and the processes and solutions to difficulties teachers encountered while applying cooperative-learning in class. Quasi-experimental design was employed in this study, with the fourth grade students as the subjects from Hwa Hsia Primary School in New Taipei City. The experimental group applied cooperative learning into English teaching, and the control group taught in general English Teaching methods. The instructor has the pretests of " English teaching Learning Interest Scale" on the two groups. Then, a six-week course on experimental teaching was conducted. After the experimental teaching, the " English Teaching Learning Interest Scale" was employed as the posttest. Data was analyzed through percentage, average, standard deviation and descriptive statistics. Inferential statistics was applied to compare the significance between pretests and posttests through independent and pair samples t-test on both groups. According to the results of the study, the conclusions and suggestions are as follows: Ⅰ. The cooperative learning applied in English teaching to the fourth grade students can significantly enhance the students' learning interest. It was also highly obtained positive attitude and approved by the students. Ⅱ. Comparing with the control group accepting general English teaching method, the learning interest in English course for the students in the experimental group was obviously higher than that in the control group after the experimental group receiving the cooperative learning in English teaching. Ⅲ. Comparing with the control group accepting general English teaching method, there were no obvious differences in the learning achievement after the experimental group receiving the cooperative learning in English teaching. Finally, based on the results of the study, some recommendations were provided for the primary school English teachers, school and the future researchers.