The Effectiveness of English Ability-grouping Teaching Through Action Research

• Main Authors: Hsieh, Pei-Ling, 謝佩玲
• Other Authors: Huang, Tung-chiou
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/38121256054430003182

碩士 === 佛光大學 === 外國語文學系 === 101 === The purpose of this study is to understand whether the teaching of current ability grouping is helpful to basic students’ learning or not by exploring the similarities of ability-grouping practice teaching in different groups and students’ adjustment. The ability-grouping way or collaborative learning can provide students varied learning assistance, resources or input so as to promote their learning enthusiasm and motivation, and consequently to enhance their learning outcome. Ability grouping was adopted in English teaching in a certain junior high school in Yilan in 2010 for the seventh graders, who were separated into two levels (Advanced Group and Basic class) and they still learned English with their original classmates. In the second semester, those who made good progress to the tops were transferred from Group B to Group A, and vice versa. This study adopted qualitative approaches to capture participants’ perspectives and their own stories between the participants, realizing that every individual finds her or his own meaning when experiencing English learning. The findings of the study are simply summarized as follows: effectiveness of classroom Action Research, the power of peer groups, the enhancement of multimedia learning, the roles of the teacher, and the interdependence of languages. The results that the ability-grouping way or collaborative learning promoted the students’ English learning proved the positive effects of applying cooperative learning in classroom context. There has been lots of evidence found in the study to prove that ability grouping allows the teacher (1) to increase the pace and change level of instruction for high achievers, and (2) to provide more individual attention, repetition, and review for low achievers. It is recommended that teachers perform collaborative action research to promote teachers’ professional growth. An action research will release teachers' burden, promote students’ learning enthusiasm and motivation. Teachers should promote collaborative learning so students can work together, improve their language learning, and benefit from peer cooperation.