| Summary: | 碩士 === 國立屏東商業技術學院 === 應用外語系 === 96 === As a predominant medium of communication all over the world, English has been a worldwide language. There is a growing tendency toward English-learning. Although research over the years has illustrated the effects of grouping task on learners’ language learning and social interactions in west countries, there are few studies about the effects of grouping task on learners’ language learning of junior high school students in Taiwan. Moreover, the issue of how students interact with one another in grouping task is less understood in Taiwan. Furthermore, most teachers still use traditional teaching method in Taiwan, the effects of grouping task are then difficult to be concluded. Thus, this action research aimed to explore the effects of grouping task on learners’ language learning and to investigate students’ social interactions as well. During the ten weeks’ treatment, grouping task was incorporated in the teaching procedures in the experimental group with 35 students meeting two or three times a week. Meanwhile, the traditional instruction was implemented in the control group with the other 35 students. Statistical results were analyzed via SPSS. Students’ questionnaire, students’ interview and the teacher-as-researcher’s classroom observation were also interpreted. Results revealed that students’ academic achievement was not improving; however, students’ English speaking opportunities increased a lot in the treatment group. Social interactions were detected during the treatment. On the basis of these findings, several pedagogical implications were presented along with suggestions for further related research at the end of the current study.
Keywords: grouping task learning, action research
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