The Effects of Peer Interaction-Based Team Learning on Junior High School Students’ English Listening Comprehension

• Main Authors: WU, JIA-LIN, 吳家琳
• Other Authors: CHEN, CHING-CHI
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/kk6tas

碩士 === 國立高雄師範大學 === 英語學系 === 107 === This study mainly aimed to investigate junior high school students' performance on listening comprehension test based on Peer Interaction-Based Team Learning (PIBTL). Moreover, the study aimed to find out whether there is any significant correlation between the performance on listening comprehension test of the CAPJHSS and the three test item types through PIBTL. The study adopted a quasi-experimental design. There were sixty subjects of two classes in the ninth grade taking part in this study. One of the classes was the experimental group and the other was the control group. There were thirty students in each group. The experimental group received Peer Interaction-Based Team Learning, while the control group was taught through Traditional Teacher-Centered Instruction. After taking the pretest on English Learning Motivation Questionnaire, English Learning Method Questionnaire and the Simulated Listening Comprehension Test of the CAPJHSS, Peer Interaction-Based Team Learning was implemented in the English class of the experimental group, while the control group received Traditional Teacher-Centered Instruction. After twelve weeks, both groups took the posttest on English Learning Motivation Questionnaire, English Learning Method Questionnaire and the Simulated Listening Comprehension Test of the CAPJHSS. The present study adopted a quantitative approach using the T-test, One-way ANOVA, and Pearson product-moment coefficient method to analyze the data. Based on the quantitative and qualitative data analysis, the findings were summarized as follows: 1. The effects of PIBTL on the students in Experimental Groups were significantly and positively better than those of TTCI on the students in the Control Group in terms of their motivation toward improving English listening comprehension in class. 2. The effects of PIBTL on the Experimental Group were greater than those of TTCI on the Control Group in terms of their achievements in the final listening comprehension exam. 3. The overall Experimental Group obtained striking improvement after the PIBTL, in contrast to the Control Group’s no effect in their enhancement of English listening comprehension test with the traditional teaching method. 4. In the present study the Experimental Group students performed still better than the Control Group ones with respect to all three types of test item, and their performance reached a statistical significance. 5. As far as the values on the Pearson Correlation Coefficient test were concerned, when an Experimental Group student scored high on Item Type 2 or Item Type 3, s/he would make better performance on the listening comprehension test, and that it was also true of a Control Group student. The results show that teachers can use PIBTL in teaching to help students improve their listening comprehension ability and improve their motivation and enthusiasm in developing English listening comprehension. Moreover, students in this study attach great importance to PIBTL as a beneficial and interesting learning method, which can enable them to have more learning opportunities in group discussions, and to interact and cooperate with their peers in a benign manner with less pressure.