Learners'' Anxiety and Behaviors in a Cooperative Language Learning Classroom

• Main Authors: Ann-Tsu Yeh, 葉安慈
• Other Authors: Eva Salazar-Liu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/7p44xd

碩士 === 銘傳大學 === 應用英語學系碩士班 === 96 === Cooperative Language Learning (CLL) has been favored, questioned, and researched by educators and researchers in recent decades. However, the research studies usually revealed different conclusions. In the present study, five research questions were asked. 1)How do EFL students cooperate with their peers in the CLL class? 2)What other cooperative behaviors and significant behaviors between students and teacher and among students are manifested by students who had attended EFL class in a CLL setting? 3)Is there a significant difference in students’ pre and post test scores of cooperation? 4)Is there a correlation between EFL student-student cooperation and student’s level of communication apprehension in the CLL setting? 5)Is there any significant difference in pre-and post-test scores of students in communication apprehension after studying EFL in a CLL setting? For action research questions 1) and 2), classroom observation was employed. For quantitative research questions 3), 4), and 5), the researcher-made Peer Evaluation Sheet and CA (FLCAS) questionnaire were used to test the null hypotheses. Paired samples t tests and the Pearson Production Moment Correlation were applied respectively. It was observed that students demonstrated cooperative behaviors in the CLL context. Moreover, a slight and negative correlation and an overall significant difference were found in most students’ pre and post test scores of cooperation and CA. In conclusion, it was of practical and theoretical importance for teachers and researchers to probe into various kinds of teaching methods.